Hillary Clinton - Position on Illegal Immigration

Hillary Clintons position on illegal immigration has shifted over time. In her campaign for president in 2016, her most recent bid for election to public office, Clinton said she supported a path to citizenship for millions of people living in the United States illegally because it would be impractical to deport them all. If we take what we  know to be the realities that we confront - 12 to  14 million people here - what will we do with them? I hear the voices from the other side of the aisle. I hear the voices on TV and radio. And they are living in some other universe, talking about deporting people,  rounding them up. I dont agree with that and I dont think its practical, Clinton has said. She has said, however, that those who have committed crimes and pose a violent threat to public safety while living in America illegally should not be permitted to stay here. Clinton has said she favors humane, targeted, and effective enforcement of the laws against illegal immigration in the United States. During the 2016 presidential campaign, she defended President Barack Obamas controversial executive action  on immigration, which would have  allowed as many as five  million people living in the United States illegally temporary,  quasi-legal status and work permits. And she opposed the idea of building a massive wall along the U.S. border with Mexico and supported the rights of a growing number of refugees and asylum seekers to tell their stories. We need comprehensive immigration reform with a path to full and equal citizenship, Clinton said in January 2016. If Congress wont act, Ill defend President Obama’s executive actions — and Ill go even further to keep families together. Ill end family detention, close private immigrant detention centers, and help more eligible people become naturalized. Obamas program, called  Deferred Action for Parents of Americans and Lawful Permanent Residents, was essentially put on hold  by a June 2016 U.S. Supreme Court ruling. Clinton Opposed Banning Muslims Clinton has also voiced opposition to a policy put in place by Republican President Donald Trump to temporarily ban Muslims from entering the United States. Trump said his proposal was meant to prevent terrorist attacks on the homeland. But Clinton called the idea dangerous. â€Å"It goes against everything we stand for as a nation founded on religious liberty,† Clinton said. â€Å"He’s turned Americans against Americans, which is exactly what ISIS wants.† Clinton Mocked Trumps Border Wall But Supported a Fence On the campaign trail in 2016, Clinton openly derided Donald Trumps idea to build a tall wall along the length of the U.S. Mexico border. Hes talking about a very tall wall, right? A beautiful, tall wall. The most beautiful, tall, wall, better than the Great Wall of China, that would run the entire border, that he would somehow magically get the Mexican government to pay for. And, you know, its just fantasy. Clinton did, however, voter in favor of legislation to build a fence along 700 miles of the border, a bill called the Secure Fence Act of 2006. ... Where it was necessary, we did support some fencing, where it was necessary, we did add border patrol agents, Clinton said. Clinton Apologized for Saying  Illegal Immigrants Clinton apologized in 2015 for using the term illegal immigrants, which is considered dehumanizing. She used the term while speaking about securing the United States border with Mexico.  Well, I voted numerous times when I was a senator to spend money to build a barrier to try to prevent illegal immigrants from coming in, Clinton said.   She apologized when asked about her use of the term, saying:  That was a poor choice of words. As Ive said throughout this campaign, the people at the heart of this issue are children, parents, families, DREAMers. They have names, and hopes and dreams that deserve to be respected, Clinton said.   Clintons Shifting Position on Immigration Clintons position on immigrant hasnt been as consistent as it seems. She has come under fire from some Hispanics over her support of candidates who are viewed as unfriendly to establishing a pathway to citizenship.  As first lady under President Bill Clinton, she was  on record  as supporting the Illegal Immigration Reform and Immigrant Responsibility Act of 1996, which expanded the use of deportation and limited conditions under which it could be appealed. She has also opposed the idea of giving drivers licenses to people living in the United States illegally, a position that drew some criticism. They are driving on our roads. The possibility of them having an accident that harms themselves or others is just a matter of the odds, Clinton has said. Clinton said during her run for the 2008 Democratic presidential nomination that she supported granting citizenship to people living here illegal if they meet certain conditions including paying a fine to the government, paying back taxes, and learning English. And she has also said children who cross the border illegally from Central America should be sent back as soon as it can be determined who responsible adults in their families are, because there are concerns whether all of them should be sent back. But I think all of them who can be should be reunited with their families. †¦ We have to send a clear message, just because your child gets across the border, that doesn’t mean the child gets to stay. So, we don’t want to send a message that is contrary to our laws or will encourage more children to make that dangerous journey.†

Cognitive Interventions Paper - 1368 Words

Cognitive Interventions Paper Models of Effective Helping-BSHS 311 Victoria Dominguez December 04, 2011 Professor James Bell Cognitive Intervention The only thing that tells everyone apart from everyone else is each person’s genetic make-up. And there is only one exception and that would identical twins, because no two people are the same. This can be said true about the way we all think. There is no one person that thinks the same as the next person. People believe that we are all born innocent and that we are pure in thoughts and in behavior. There are many different factors that can and sometimes do influence how a person is controlled by his/her cognitive ability to think before acting. There are people who do a better than†¦show more content†¦Abuse-Focused Cognitive Behavioral Therapy The main usage of the Abuse-Focused Cognitive Behavioral Therapy (AF-CBT) is working with children and their families that have suffered sexual or physical abuse; the environment is very hostile, the child may be subject coercion and are aggression when the family is present. AF-CBT is also used for children with behavioral pr oblems such as Conduct Disorder and Oppositional Defiant Disorder. AF-CBT is right for children who are the ages of 5-15, who exhibit some level of behavioral or emotional dysfunction and for parents or caregivers who may resort to uncomfortable or unsafe levels of physical punishment. The goal of this therapy is to reduce the level of physical abuse risk factors of the caregiver or family and to reduce the consequences of these experiences for the children. The primary focus is behavior management, social skills, training, cognitive restructuring, problem-solving skills, and communications skills for the caregiver’s level of anger and promote nonaggressive discipline strategies, to enhance a child’s coping skills, and encourage problem-solving and communication. There are three stages of AF-CBT process, each of the steps consisting in multiple steps that involve the child and the parent(s) separately and jointly. This type of treatment would beShow MoreRelatedAbout Al zheimers Disease And Dementia822 Words   |  4 PagesAlzheimer’s disease and further cognitive impairments. Examples of warning signs can include confusion about time and place, troubling finding appropriate words and many other subjective indicators of memory loss. The article also describes the varying stages of the disease and its progression over time. 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Mars Company Plc Analysis Description Free Essays

Mars company PLC Analysis Description Top of Form Aleksander Terzijew, you are signed in. |My Account Options | My Job Basket (0 items)|Sign Out * Job Search * My Jobpage Applying for: European Finance Development Programme 2011 (Job Number: UNI00330) Loading†¦ Step 5 out of 5|Print/E-mail | Beginning of the main content section. SummaryThis summary displays the information included in the job submission form. We will write a custom essay sample on Mars Company Plc Analysis Description or any similar topic only for you Order Now To modify some specific information, click â€Å"Edit† next to the relevant section. EditPersonal InformationAleksander Terzijew62 Blandford RoadManchester, M6 6BEPoland—Kujawsko-Pomorskie—Bydgoszczalex796@gmail. om Home Phone Number| 07865963872| Mobile phone number| | Work Phone Number| | You can ask for your profile to be deleted, at any time by logging into the system and changing this box to DELETE MY PROFILE. If you choose to delete your profile, this will then disqualify you from any current roles that you have applied for. | Do NOT delete my profile| Source Tracking Source Type| . Career Fair| Source| Manchester University| Education Institution| University of Salford| Programme| BUSINESS| Education Level| Bachelor’s Degree| Average grade| | out of| | Start Date| -Jan-2007| Graduation Date| -Jan-2010| Institution| University of Salford| Programme| | Education Level| | Average grade| | out of| | Start Date| -Jan-2006| Graduation Date| -Jan-2007| Work Experience Current Job| No| Employer| Sage-COS| Position Title| Accountant| Start Date| -Sep-2009| End Date| -Oct-2010| Achievements| 16. 09. 2009 – 21. 10. 2010 Sage – COS Bookkeeping ; Consultancy Ltd gained a general Book – Keeping qualification on – screen simulations using Sage 50 Accounts software learned the principles of both manual ; software – based bookkeeping acquired a grounding in bookkeeping , accounting , payroll ; financial management | Current Job| No| Employer| Smart City Futures| Position Title| | Start Date| -Jul-2009| End Date| | Achievements| 23. 07. 2009 Smart City Futures new conversations that tap into the unrealised potential of open innovation ; effective collaboration between Universities , Industry ; Government shared knowledge , experience , challenges ; failures ; explored collaborative solutions on Smart City Futures challenged traditional conference dynamics ; experiment with new formats more in tune with the connected world took an active part in non – hierarchical dialogue ; collaborative ideas generation | Current Job| No| Employer| Applied Language Solutions| Position Title| Freelance Interpreter| Start Date| -Jan-2009| End Date| -Nov-2010| Achievements| 06. 2009 – 2009 Freelance Interpreter – Applied Language Solutions interpreted within a variety of face to face ( on site ) settings , mainly between Public Service ; Private assignments ensured that the translations delivered are as accurate as possible assured that can handle all professional translation ; interpreting needs ensured that at every point in the translation process , quality checks are built in | EditCover Letter Plain Text Cover Letter| | Attachments Relevant Files| File Name| Date| Comments| Yes| Cover Letter. docx| 30/Nov/10| | Yes| Alex CV. docx| 30/Nov/10| This file includes a curriculum vitae from which basic candidate information has been extracted. | | | | | EditQuestionnaire Please indicate your current location. (Address details and post code, we will use this when deciding on your assessment centre location). | 62 Blandford Road Manchester M6 6BE| Do you have a valid driving licence for the country to which you are applying? | Yes| If you answered No to the above question, please can you provide us with more detail. I don’t have a current driving licence because:| N/A| Which of the following degrees do you currently hold or are expecting to achieve? | 2:1 or above| If you have indicated a non UK degree or equivalent, please enter the details below (what exams? where were they sat? what was your grade? what is the grade scale? eg German Arbitur 1 – 4)| N/A| What level of UCAS points (excluding any gained through General Studies) do you have? | More than or equal to 300 points| Please use the space below to explain how you acheived your UCAS points or equivalents (what exams? here were they sat? what was your grade? what is the grade scale? eg German Arbitur 1 – 4, A-level Maths – A grade / 120 points )| Matura: English – 75% Mathematics – 80% Geography – 66% Cultural Studies – Very Good Business – Very Good Computer Science – Very Good Civil Defence – Good Social Science – Good| We require trainees to be flexible to relocate anywhere in the UK whilst completing their graduate programme. Are you prepared to do this? | Yes| Whilst at university , what has been the highest level of your involvment with clubs, societies or teams? Leader, president or team captain| Describe a time when you worked under pressure to complete a project or task. (Character limit 1500 inc. spaces) What made the situation challenging? How did you approach that challenges? What actions did you take to complete your project or task? | I was introduced to the analytical and financial techniques that are commonly used by commercial accountants and fund managers when planning financial strategy and portfolio investment. The project was given to submit within a week time. The challenging situation was the word count of 5000. I am not the guy who can type stories, I get the facts I try to make that short and clear. However this project needed to be done the way that teacher wanted. I am always motivated to achieve high results and I am always ready to work hard. I decided not to waste any time so I have took the necessary books and start writing the very first day. I have successfully completed the project with 76%. In thanks to this task I have sharpened focus on business operations and functional areas. I developed a wide range of personal skills vital to any business and management career. I have learned how to make extensive use of the time frame by planning everything in advance. | Outline an occasion where you found it difficult to establish an effective working relationship with a colleague. (Character limit 1500 inc. spaces) How did you build the relationship? What challenges did you face? How did your manage those challenges? What did you learn from the experience? | The most difficult time to establish an effective working relationship with my colleague happened ding my first year at the university. It was a group of five members with different backgrounds. I build the relationship by becoming their friend. It was not easy because each one of them was completely different. However they had one thing in common always ready to party. I already knew that it will be difficult to submit the project on time. However step by step I have became one of them by making a small party with all of the team members. Then I have introduced my plan how to deliver the project on time and achieve high mark. They trusted me and understood that it is crucial to work as a group not as an individual. I learned that sometimes you have to think outside the box and be creative to achieve an effective targets. Describe a time when you had to work hard to influence a group or a variety of individuals to deliver a project or achieve a critical objective. (Character limit 1500 inc. spaces) How did you influence the group? What was the most challenging thing about influencing them? How did you know you adopted the right approach? | At Salford University we had to work in groups of five or six people. Then select bank ing industry and establish what is the product range. Determine how those products are promoted to consumers. Finally Compare the practices against the theory in the context of the chosen organisation. To influence the group effectively I had crate some database about my group members (nationality, age, hobby etc. ) To influence them they need to feel that I am one of them, which I did before choosing the team leader. The next day I was elected to be a team leader therefore I had many responsibilities. I have organised everybody by giving them specific targets to achieve. I was confirming that all of the members look through interim reports, which were spread through the group. Then I had to make sure that the group is functioning well and the bonding between the members is helping the group feel more comfortable with each other. The crucial and the most challenging thing about influencing them it was monitoring and creating positive image of the well going project even if there were some difficulties. I had to show that I am controlling everything and never panic, no matter what was happening. When the team understood that I can handle all of the issue by being calm and giving an appropriate feedback, I was fully trusted and the team members quickly adopted my approach. | | Powered by Bottom of Form Footer Menu * Legal * Site owner * Trademarks * Privacy * Site map *  © 2008 Mars, Incorporated and its Affiliates. All Rights Reserved. How to cite Mars Company Plc Analysis Description, Essays

Mechanism Help Reduce Stress Levels Samples †MyAssignmenthelp.com

Question: Does Mindfulness As An Adaptive Coping Mechanism Help Reduce Stress Levels? Answer: Methods As per the studies, it has been examined that there is a proper use of qualitative open-end questions and the other experiments which have been conducted. A proper approach with the mindfulness condition for students of Sydney has been taken over the coping behaviour. The mindfulness course has been effective to present a proper description about the physical, mental and the emotional wellbeing. The methods are set under self-reflexivity, small discussions in the group, journaling and the other experimental activities. Here, the students need to recognize the habits and the patterns which affect the learning and the relationships as well. The tools and the resources are used to support the wellness with the management of stress that has been associated with the academics (Taylor et al., 2016). The mindful communication and positive media psychology works over the wellness centre that offers the short course structure with proper consultations as well. The instructors are seasoned teachers who take a turn with proper learning plans and the assignments which is based on co-curriculum activities. The focus is on the class periods with the progressive relaxation, visualisation and the guided meditation. The experienced mindfulness with the time for explaining the practice is depending upon working over the different sessions. Here, the participants are proper assessed based on their assignments, final group assignments as well as the participation of the students from the university. The qualitative analysis is mainly to understand the different types of specifications where there are individual subjective experiences that are set with the mindfulness. Here, the check is on the stressors in the students lives with positive and negative emotions as well (di Pierdomenico et al., 2017). The mindfulness podcasts the quiet mind and the simple relaxation with sleep meditation as well. The opportunities are to focus on the practices with the assistance from the instructors. The students are also asked to write about the experiences which are related to the practices of mindfulness exercises. Here, the sense is about the transformative nature with the focus on the mental and the emotional states. A proper completion of the open-ended questions helped in practices apart with properly defining the inductive codes which were generated from the research. Discussion It is important to understand that there are different processes and the mechanisms which are important for working over the mindfulness practices with the positive effects. The student reflections and evaluations generally tend to focus on the communication and enhance a proper understanding about self. A proper physical and the psychological well-aspects comes from the positive self-development perspectives which has been taken to share the responsibility for the collective well-being. The journal entries have also been focusing over the overwhelming, sleeping better and staying focused in work (Halland et al, 2016). The analysis is about the validity of the data where the students can easily handle the stress of the exams, disappointing grades and maintaining a work life balance as well. The theoretical implications about the research is about the presentation of the mindfulness with the strategy that could be for the freshman college students. With this, there is a major experien ce setback which is in routine course with academic or the university life. The study regulates the suggestions related to self-regulatory benefits in terms of the emotional regulation and executive functions like sustained attention and the mental alertness. The self-regulation of the adolescent has been completely conceptualised with the resilience factor with the buffer from the negative influences of the peer deviance. With this, there are certain educational or the intervention programmes that target the improvement of self-regulation with emerging adults as well (Miller et al., 2017). The study is about the benefits which are related to the sleep hygiene or the quality of sleep. The findings are based on the points where the adequate sleep is also important for the proper mental and the physical health structure. This is bidirectional relationship between the poor and the anxiety. The sleep deprivation for the adolescents is set at the average level where the disturbed sleep is linked to the deficiency in the functioning and the social-emotional and the physical, social emotion wellbeing. This also includes a proper description of how the practices tend to support the development of coherence with cooperation. The study is important for situation mindfulness in the communication theory, where the modern and secularised approach has been able to untap the potential for students of Sydney (Hanley et al, 2017). The mindfulness education with secular instructions helps the students to expand the personal repertoire with adaptive coping strategies in the universities. The incorporation of the paucity of research is mainly on the positive emotions and the mindfulness that gives an important research gap. This adds to the emerging interest with the implications related to positive emotions that tend to quell the negative emotions like anxiety and the restlessness (Song et al, 2015). The thought action enhancement of the personal resources works over the creativity and the flexibility. It is important for the college students to focus on the knowledge and skills with the greater personal responsibility. The mindfulness helps in boosting the positive emotions with corrective the negative emotions like worry, regret and rumination with anxiety. The position emotions could be helpful for building the personal reserves with a better appreciation for life and contributing to form a protective shield to copy with the future adversity. References di Pierdomenico, E. A., Kadziolka, M., Miller, C. J. (2017). Mindfulness Correlates with Stress and Coping in University Students.The Canadian Journal of Higher Education,47(2). Halland, E., De Vibe, M., Solhaug, I., Friborg, O., Rosenvinge, J. H., Tyssen, R., ... Bjrndal, A. (2015). Mindfulness training improves problem-focused coping in psychology and medical students: results from a randomized controlled trial.College Student Journal,49(3), 387-398. Hanley, A. W., Garland, E. L., Tedeschi, R. G. (2017). Relating dispositional mindfulness, contemplative practice, and positive reappraisal with posttraumatic cognitive coping, stress, and growth.Psychological Trauma: Theory, Research, Practice, and Policy,9(5), 526. Miller, C. J., di Pierdomenico, E. A., Kadziolka, M. (2017). Mindfulness Correlates with Stress and Coping in University Students.Canadian Journal of Higher Education,47(2), 121-134. Song, Y., Lindquist, R. (2015). Effects of mindfulness-based stress reduction on depression, anxiety, stress and mindfulness in Korean nursing students.Nurse Education Today,35(1), 86-90. Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K., Roeser, R. W. (2016). Examining ways that a mindfulness-based intervention reduces stress in public school teachers: A mixed-methods study.Mindfulness,7(1), 115-129.