Bulling In Us Elementary Schools free essay sample

The research that has been carried on bullying internationally and in the United States focusing on elementary schools shows that bullying and victimization is most common in elementary school and becomes progressively less common by the end of high school with rates of bullied students decreasing from 14% of American 6th graders to only 2% of the 12th graders (Prinstein and Dodge, 2008) Victimization is in most cases found in schools but bullying in elementary school is likely to continue at the later age. A consistent growing empirical literature shows that adults bully adults in the workplace in the United States and other countries. (Prinstein and Dodge, 2008). With this findings in mind, there is need to enhance reporting of bully cases in schools so as to minimize the vice. According to Webb and Terr in 2007 shows that bullying affects nearly one in three American school children in grades six through ten and merely sixteen percent of them report to have been bullied. We will write a custom essay sample on Bulling In Us Elementary Schools or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Expected outcomes (Measurable Objectives) A positive relationship between having been bullied in school and being bullied in the adult workplace is evident since those who had been both bullies and victims of bullies in school were even more likely to be bullied as adults at work. Secondly, comparison on sex differences is expected to be the frequency of being bullies, victims, and bully-victims in elementary schools. American male students are more found to bully and are bullied more than female students in elementary schools. Males may consistently have been bullied more than females in many national American studies. As Prinstein and Dodge, 2008 found, American male students bullied more than female students, but were equally victimized. They reported that in their pick of a random sample, American 6th graders, boys were over three times more likely to be classified as bully-victims than were girls, and American middle school and high school students, males were six times more likely to be bully-victims than were female students. Prevalence Direct bullying is a form of physical or verbal attacks, and indirect bullying, or relational/social bullying in the form of deliberate social exclusion or isolation. There are more verbal bullying form elementary school boys and girls than physical bullying, and that physical bullying is more common among boys than girls. Verbal bullying is expected to be more common in both American boys and girls, and American boys may do more physical bullying than girls. Girls engage in more indirect or social bullying than boys, so gender differences is a determinant on the types of bullying used by bullies and experienced by victims in school at various levels, (Prinstein and Dodge, 2008). Analysis of Results Measurements of outcomes Data collection is important for continuous assessment of school crime and violence to give out better and more reliable solutions. A rather robust data collection system is important for educators, community officials, and policy makers at the local, state, and Federal levels to assess and implement school policies for safety. The best data mining and analysis procedure to be utilized here ought to incorporate demographics on students and also adults as participants and collection of their responses filled in questioners. A retrospective study need to be conducted on working adults to investigate whether they had been bullied in school and whether they were being bullied at their jobs. A reliable computer software program or application tool such as the Statistical Package for the Social Services (SPSS) or Excel will be used to analyze this data to come up with charts and graphs to give the clear picture on influences to bulling and current trends and effects. Finding data from the of students who skip school or practice truancy and finding correlation with gathered data on bulling is a key point to be utilized. The correlations also need to be done with respect to age and gender. Solution Strategy Problem Statement The problem is that bulling at school is on the increase with only a small number out speaking about it. Discussion In line with the undertaken surveys by Prinstein and Dodge in 2008, seven percent of students ages 12-18 were reported to be bullied at school during the previous six months. Therefore bullying behavior is most prevalent in the middle grades but as students get older, the prevalence declines so only a small number are bullied. Solution strategy Educators, parents, students, and community members need to find ways to curtail and prevent bulling behaviors from happening because of the growing evidence that leads not only to short and long term consequences for the victim and the offender, but also diminishes the moral climate of the school and its learning environment. The consequences or effects of bulling are equally felt by persons who do not engage in bullying-type behaviors. So these behaviors are far reaching and students who are bullied are at higher risk for truancy and subsequently dropping out of school. Bullied students are likely to skip school entirely or miss out on extra-curricular activities, have little self-esteem, feel isolated, experience depression and are less likely to report good grades. Offenders in bullying incidents are also more likely to engage in crime as adults, have poorer grades or test scores, and may be good abusers of tobacco and alcohol. They are also more prone to carry a weapon to school for protection and engage in physical fights. Description of Selected Solutions/Calendar Plan The initiatives to be pursued to address the issue may include but not limited to first of all coordination. By solicit of funds and use of grants, effective drug and violence prevention programs can be implemented, secondly is through interagency campaigns to stop bullying and increase awareness about the problem of bullying among teens. Teaching young people that they can and should do everything possible to stop bullying is the key goal. The websites, television and radio public service announcements are some vital points these campaigns ought to focus considering that this are issues concerning people who are highly conversant with technology. Programs should avail access for information on bullying prevention and activities that can be implemented at school or community level. Conclusion Bullying is an act that erodes the schooling climate, impairs teaching and learning, and is hurtful to individuals, very often leading to short-term and long-term consequences, including suicide and homicide. As such, we must aggressively attack the problem. Education cannot take place in an environment of fear. All students deserve safe learning environment without being afraid of going to school because of the way they will be treated while there. It would be very unwise to depend on the government to do everything, but if everyone is committed to the issue and does what they can then there would be a decline or even demise of the offense and schools will be safe for everyone References: Webb N and Terr L, (2007), Play Therapy with Children in Crisis: Individual, Group, and Family Treatment. Guilford Press publishers, P. 251 Prinstein M and Dodge K, (2008), Understanding Peer Influence in Children and Adolescents. Guilford Press publishers, P. 239

Proof of U.S. Citizenship Documents

Proof of U.S. Citizenship Documents Proof of U.S. citizenship must be established when dealing with all levels of U.S. government. Documents proving citizenship must be provided when applying for Social Security benefits and when applying for a U.S. passport. Increasingly, states are requiring proof of citizenship when applying for â€Å"enhanced† drivers licenses as required by the federal Real ID Act. Documents Serving as Primary Evidence of U.S. Citizenship In most cases, documents serving as â€Å"primary† proof or evidence of citizenship are required. Documents serving as primary evidence of U.S. citizenship are: Birth Certificate or certified copy of Birth Certificate issued by a U.S. State or by the U.S. Department of State (for persons born abroad to U.S. citizen parents who registered the child’s birth and U.S. citizenship with the U.S. Embassy or consulate);U.S. Passport, issued by the U.S. Department of State;Certificate of Citizenship issued to a person born outside the United States who derived or acquired U.S. citizenship through a U.S. citizen parent; or Naturalization Certificate issued to a person who became a U.S. citizen after 18 years of age through the naturalization process. The Consular Report of Birth Abroad or Certification of Birth should be obtained by persons who were born abroad to U.S. citizens. If you cannot present primary evidence of U.S. citizenship, you may be able to substitute secondary evidence of U.S. citizenship, as described by the U.S. Department of State. Secondary Evidence of U.S. Citizenship Persons who cannot present primary evidence of U.S. citizenship may submit secondary evidence of U.S. citizenship. Acceptable forms of proof of secondary evidence of U.S. citizenship depend on the appropriate situations as described below. Early Public Records Persons born in the United States but unable to present primary evidence of U.S. citizenship may submit a combination of early public records as evidence of your U.S. citizenship. Early public records must be submitted with a Letter of No Record. Early public records should show name, date of birth, place of birth, and preferably be created within the first five years of the person’s life. Examples of early public records are: Baptismal certificateHospital birth certificateCensus recordEarly school recordFamily Bible recordDoctors record of post-natal care Early Public Records are not acceptable when presented alone. Delayed Birth Certificate Persons born in the United States but unable to present primary evidence of U.S. citizenship because their U.S. Birth Certificate was not filed within the first year after their birth may submit a Delayed U.S. Birth Certificate. A Delayed U.S. Birth Certificate filed more than one year after your birth may be acceptable if: It lists the documentation used to create it (preferably early public records, andIt is signed by the birth attendant or lists an affidavit signed by the parents. If the Delayed U.S. Birth Certificate does not include these items, it should be submitted together with Early Public Records. Letter of No Record Persons born in the United States but unable to present primary evidence of U.S. citizenship because they do not have a previous U.S. passport or a certified U.S. birth certificate of any kind must present a state-issued Letter of No Record showing: Name,Date of birth,The years for which a birth record was searched, andAcknowledgment that no birth certificate was found on file. A Letter of No Record must be submitted together with Early Public Records. Form DS-10: Birth Affidavit Persons born in the United States but unable to present primary evidence of U.S. citizenship, you may submit Form DS-10: Birth Affidavit as evidence of your U.S. citizenship. The birth affidavit: Must be notarized,Must be submitted in person,Must be submitted together with early public records,Must be completed by an affiant who has personal knowledge of birth in the U.S.,Must state briefly how the affiants knowledge was acquired, andShould be completed by an older blood relative. NOTE: If no older blood relative is available, it may be completed by the attending physician or any other person who has personal knowledge of the persons birth. Foreign Birth Documents and Parent(s) Citizenship Evidence Persons who claim citizenship through birth abroad to U.S. citizen parent(s), but are unable to submit a Consular Report of Birth Abroad or Certification of Birth must submit all of the following: Foreign birth certificate (translated into English),Evidence of citizenship of the persons  U.S. citizen parent,Parents marriage certificate, andA statement of the person’s U.S. citizen parent detailing all periods and places of residence or physical presence in the United States and abroad before their birth. Notes See Documentation of U.S. Citizens Born Abroad for additional information.For information on foreign-born children adopted by U.S. citizens, see the Child Citizenship Act of 2000.Foreign language documents should be accompanied by an informal or formal English translation. Unacceptable Documents The following will not be accepted as secondary evidence of U.S. citizenship: Voter registration cardArmy discharge paperSocial Security Card

What can we learn about the structure of the traditional indian Essay

What can we learn about the structure of the traditional indian society from the Ramayana story - Essay Example For instance, respect for teachers and elders are an important traditional value amongst the Indian families. A sage is about to arrive at the palace of King Dasharatha, and this incident reflects something profound about the Indian society. R. K. Narayan writes, â€Å"On a certain afternoon, messengers at the gate came running to announce â€Å"Sage Vishwamitra.† When the message was relayed to the King, he got up and hurried forward to receive the visitor.† (7) A King going all the way to receive a sage. Seems incredible, but that was the value system and even today sages command immense reverence. What it is to be an ideal human being and what is an ideal society? One will not be able to find a better work than Ramayana to find the treasure-house of values. Those are not mere ideals for practicing sitting on the ivory tower! Every value described and defended in the Ramayana stands the test of practicability. That which is not practical, can not be noble or spiritual either. An individual has to play different roles in different stages of one’s life. Donning the human body, Lord Ram has shown to the humanity how to live the divine life. His reign on this Planet Earth has been hailed as Ram Rajya, which means the ideal policy that the human beings can aspire for. The impressionable minds of the youngsters need to be given the correct values. The Sages are embodiments of truth and love. No extraneous considerations are taken into account, and the question of defending Dharma assumes supreme priority, and all other overriding factors are side-tracked. The slaying of demon Thataka illustrates the correct style of imparting the right values to Ram when SageViswamitra was on his way to his hermitage in the thick forest. The demon used to harass the sages performing sacred rituals and plunder the forest wealth. When Vishwamitra orders Rama to slay her, Rama hesitates for a while, whether it is proper to slay a woman! Women

Employee relations Essay Example | Topics and Well Written Essays - 3000 words - 1

Employee relations - Essay Example However, Third World countries are not able to implement this law effectively and child labor is heavily prevalent in such countries. The United Kingdom has set a proper regulatory system for employee-employer relations and aims to ensure that both sides receive their fair share. It is alleged at times that employees receive a greater amount of leniency and have more say than the employer has in the maintenance of this relationship. However, employees in the UK also have issues regarding the minimum wage, pension plans, and health benefits included in their pay (Lewis, pg. 114-184, 2003). Mainly, developed countries such as the UK, Australia, USA, and Canada have regulatory systems, which aim to moderate the relationship between employees and employers. Laws govern the contracts upheld by both parties and the clauses are testable by law. Hence, if one party fails to acknowledge or fulfill a clause mentioned in the contract, that party is liable to punishment by law. However, not all countries have a regulatory system. Most Third World Countries have neither a minimum wage nor an obligation to provide employees with any other benefits. Discrimination and unnecessary redundancy is strongly prevalent in such countries. No system exists to assist labor properly in standing up for their rights. Cheap labor is readily available in less developed countries and developed countries often end up exploiting this situation. Since their own countries have a strong system-regulating employee and employer relationship, they avail cheaper labor without any hassles in less developed countries (Lewis, pg 189, 2009). However, the international system and regulatory power for employee-employer relations details issues such as age requirements for work, health benefit plans, job security, minimum wage, and retirement plans. There are several agencies working to aim to secure such benefits for employees all over the world (Hollingshead, pg 24-32, 2010). Trade unions and worker assoc iations also do not have full acknowledgement and recognition under the laws of many countries. Hence, workers are unable to negotiate terms and conditions with their companies on a large scale or engage in â€Å"collective bargaining†. Mainly, in Third World countries, the blue-collared workers or labor classes lack education and awareness of their rights. These people also lack opportunities and hence are exploited by their employers by being offered low wages and practically no-benefits (Rose, pg 156-230, 2004). White-collar workers or skilled labor is more informed regarding international law; hence, usually such workers do engage in proper contracts and receive competitive salaries, according to their qualifications. They also receive benefits, health insurance, and retirement plans. Most Third World countries also implement international law upon their own government employees. Government employees enjoy proper employee benefits and adequate pays with pay raises wheneve r adequate. They get the treatment according to international standards of employee-employer relations (Lewis, pg 89-105, 2003). However, only one side of the story should not be accounted for as employees also have an obligation to fulfill their duties during the period of employment. International law states that employees may receive termination if they fail to perform all their duties. Hence, it is mandatory for employees to avoid over emphasizing their powers. In

Social Contract Essay Example for Free

Social Contract Essay Discuss the view that morality is a social contract (30 marks) Jean-Jacques Rousseau said Man was born free, and he is everywhere in chains and what he is trying to show is that a social contract is binding on the members of a society, everywhere he is bound to be moral. The sources and reasons for the upholding morality (that is what is right and what is wrong) has been questioned since the days of Plato and one answer was given by Thomas Hobbes a contractarian answer. A contractarian believes that human beings are self-interested and it would be rational for him to co-operate with others. Hobbes developed this view by making us aware of the (imagined) state of nature in Leviathan (1651) in which people were present before any form of social cohesion and organisation. Hobbes asserts that at this time, everyone would look out for their self-interest but this would involved a great deal of hostility and an inability to do things out of fear (a humans self-interest could be to steal from you and thus cause you fear). Life would be a torment; war of all against all is how Hobbes puts it. The solution to this is cooperating between people. The implication of this is that there is no morality independent of what people in any given society think. There are however problems with this namely historically there has never been any contract. If we looking historically, we have made agreements (be it the Fourth Geneva Convention or the Magna Carta) but there has never been a collective social moral contract. Humans appear to be innately social. Indeed, it is not even just humans ants appear to work in colonies. Further, a contract would only be understood by a social being. As a result of there being no contract (factually), it would seem to make the idea redundant for if I havent signed anything, why should I be obligated? Although we can object and say that Hobbes isnt saying that people sat around and signed a codified document rather what he is suggesting is that if we were to imagine the state of nature to be the case, it would justified for us to accept such a contract hence giving a justification for us to be moral (as well as the existence of societies). However, there seems to remain one problem. By saying that societies develop morality and that there is no morality independent of this, it leaves us with the problem of cultural relativism. For it would be right in a society to kill all the enemies if thats what society determines, in the case of the Nazis it would be the Jews, yet seldom do we find someone who would actually call this moral and not demand action be taken. We could however say that the contract applies universally and that we have not reached the signing. Yet this is not what the contract is saying, for even if we were to accept that rules applied universally is the contractarian approach really telling us about morality? No! Even if something benefits me that may not the reason why I do it and definitely not the reason it is moral. An absolutist would say that rules are moral in themselves, regardless of the time or society in which they agreed. Locke develops the idea that there need be no actual agreement by saying that it is a tactic agreement. This means that a person who seeks to reap the benefits of society implicitly agrees to social contract and if I dont then I am free to leave. However am I really free to leave? It would not seem so. To leave, I would most likely have to leave this would not only mean having a passport to go to a different country, which would have its own set of rules but meaning that to get to the airport I would have to abide by the road rules lest I wish to be arrested. Even if Hobbes is correct in saying that there is no actual contract, we are left with why should we honour the agreement? Indeed, if we are self-interested as Hobbes says then surely when the time came, we would act in a self-interest way? This view can be illustrated by Ian McEwans Enduring Love; there is a hot air balloon and in the basket lays a child there is a sudden gust and the balloon starts it flight. Five men grab onto the rope of the balloon, alas there is another gust and if all five men carry on holding on then the child will be saved. This did not happen. All but one, were left clinging on to the rope. Whats even more so apparent is that if I am sure that I will get away with doing something immoral, why shouldnt I do it? If I knew I wasnt going to be caught stealing money then it would be in my self-interest to steal it. Hobbes answer to the aforementioned question is a Sovereign. This means that there is someone to enforce the law (the terms of the contract). By doing this, it would show that when acting against the contract and giving primacy to self-interest, it would not be in our long term self-interest to do so. However this still doesnt answer the question as to why someone who knows they will not get caught should be moral. Indeed, there are many people who are criminals and it is only found out after they have died. Also, there seems to be a different argument put forward by David Gauthier who argues that to there is no need for a sovereign because those of us who have dispositions to altruism, will in the long term have more benefits than those who are shot-sightedly self-interested. This view is strong in the sense that it shows that human beings are genuinely altruistic with a purpose of doing so and thus not having an over pessimistic view of humans (thus the lesser need for a sovereign). There are further problems with the social contract approach. When a terrorist has a hostage, he can use the hostage to dictate the terms of an agreement. This means that despite this being unfair, or even immoral, he can ask for however million pounds and for him to be pardoned of his act. This is obviously immoral and wrong. This situation is analogous to the state of nature period and someone strong dictating the terms which are not moral such as making all children workers. Furthermore, we could take the view of Marx and Thrasymacus (from Platos Republic) who say that the social contract is a means of social control by the minority. This means that the powerful and rich peoples interests can be carried out under the veil of morality. An example is the respect for property which, by no coincidence, is what the ruling class have. This means that the weak can be exploited and the rulers can maintain their position. We can criticise Marx for not taking into account that people do not steal because they do not want to offend the ruling class but this is not what Marx is trying to say. Indeed, what he is saying is that this is the correct reason why people do not do such things and through instruments such as religion and education (throughout history) they have been taught these rules and regulations. However John Rawls argues in his Theory of Justice that to counter this, we must decide the terms under a veil of ignorance in which nobody is certain for their position and so everyone will be fighting for minority rights in case they are within that minority; nothing is assured! If we posit Hobbes view as truth then we also find ourselves holding a pessimistic view of life for we have ample opportunity to break the rules of the contract yet we do not. If we were to hold Hobbes view societies would long be over because we could no longer trust people because they would take such selfish actions. To say that people dont mug each other in fear of being caught is not plausible. Surely the actions of a mother or a carer in the slums seem to show that we do not act just for self-interest. Further, is Hobbes really giving an accurate account of morality? We can indeed have a contract but is the only reason we do not break it because we fear the courts? Surely this isnt morality but a preference of prudence in an action but this view does not correlate with what we express. If someone were to say Stealing is wrong, they do not mean that it is better if you dont because it is more sensible, they mean it is a morally irreprehensible action. Hobbes view is also put under fire by alternative views, Richard Dawkins argues that altruistic behaviour can lead to evolutionary success and is thus embedded in our genes. There was never a conventional agreement rather because it is mutually advantage behaviour helps our evolutionary success, humans do it. So it is not because it is mutually advantageous that we choose to do it but we do it because it is advantageous and has helped us reach this stage. This, of course, is not the only alternative view others view moral as what the Bible says or even the Quran. We could even take the utilitarian approach and say that what is moral is the thing that obtains the greatest number of peoples happiness. To take this view is, as said, to ignore every instance of altruism. However what about blatant acts of altruism? The egoist could say that subconsciously we gain self-gratification from doing right things. However, again, it does not follow that I am doing these things because I want self-gratification. In the case of Mother Teresa, it is not plausible that she only did those things because she wanted self-satisfaction. As the egoist claims that everything is in some way selfish, it negate the idea of selfish and selfless as it distorts the distinction and leaves nothing but motives which is not a direct accurate description of the world. Thus to conclude, to hold the view that morality is defined, described and prescribed by a social contract ultimately fails. Alternative ideas not only, in some cases, have scientific backing but also have a more accurate representation of the real world. The view is both pessimistic and would lead to the powerful being on top and the weak being exploited. Thus we must conclude as Hume did and say that there is not historically validity (among other things) to this claim.

industrial revolution Essay -- essays research papers

What factors helped to promote America’s huge industrial growth during the period from 1860-1900? America had a huge industrial revolution in the late 1800†s. Many changes happened to our great nation, which factored into this. The evidence clearly shows that advancements in new technology, a large wave of immigrants into our country and new views of our government, helped to promote America’s huge industrial growth from the period of 1860-1900. Advancements in new technology clearly promoted the industrial growth of the United States. The new technologies allowed business owners to reduce labor in the movement of materials from one point to the other. This occurred by using the new technology of railroads and machinery. Business owners used the railroads to transport their finished product and raw materials around the country more efficiently, which enabled businesses to expand. The business owners were now able to use machines for lifting materials from one floor to another and to use conveyer belts to move materials around on an assembly line. The use of machines is evident because the graph in document 5 clearly shows that American industrial and agricultural power sources between 1850 and 1900 changed. This is evident because in 1850, only 13% human power and 35% water and coal power was used, but in 1900 a mere 5% human power and a whopping 73% water and coal power was used. The use of machines more than doubled over t he course from 1850-1900, and the human output de...

Human Migration Essay

Human migration is the movement by people from one place to another with the intention of settling temporarily or permanently in the new location. The movement is typically over long distances and from one country to another, but internal migration is also possible. Migration may be individuals, family units or in large groups. Immigration is the movement of people into a country to which they are not native in order to settle there, especially as permanent residents or future citizens. Immigrants are motivated to leave their native countries for a variety of reasons, including a lack of local access to resources, a desire for economic prosperity, family re-unification, escape from prejudice, conflict or natural disaster, or simply the wish to change one’s surroundings. 1. Build background about human migration and types of migration. Explain to students that human migration is the movement of people from one place in the world to another. Ask: What are some different types of human movements? Then tell students that people move for many reasons, and that types of human migration include: †¢internal migration: moving within a state, country, or continent †¢external migration: moving to a different state, country, or continent †¢emigration: leaving one country to move to another †¢immigration: moving into a new country †¢return migration: moving back to where you came from †¢seasonal migration: moving with each season or in response to labor or climate conditions 2. Discuss people who migrate. Tell students that people who migrate fall into several categories: †¢An emigrant is a person who is leaving one country to live in another. †¢An immigrant is a person who is entering a country from another to make a new home. †¢A refugee is a person who has moved to a new country because of a problem in their former home Have students provide specific examples of each to demonstrate understanding of the differences between the three terms. 3. Brainstorm reasons for migrating. Ask: Why do people move? What forces do you think drive human migration? Then explain to students that people move for many reasons and that those reasons are called push factors and pull factors. Tell students that push factors include leaving a place because of a problem, such as a food shortage, war, or flood. Tell students that pull factors include moving to a place because of something good, such as a nicer climate, more job opportunities, or a better food supply. Ask: What effect does a region’s economy; climate, politics, and culture have on migration to and from the area? Have students brainstorm additional reasons for migrating, such as displacement by a natural disaster, lack of natural resources, the state of an economy, and more. The relatively permanent movement of people across territorial boundaries is referred to as in migration and out-migration, or immigration and emigration when the boundaries crossed are international. The place of in-migration or immigration is called the receiver population, and the place of out-migration or emigration is called the sender population. There are two basic types of migration studied by demographers: 1.Internal migration. This refers to a change of residence within national boundaries, such as between states, provinces, cities, or municipalities. An internal migrant is someone who moves to a different administrative territory. 2.International migration. This refers to change of residence over national boundaries. An international migrant is someone who moves to a different country. International migrants are further classified as legal immigrants, illegal immigrants, and refugees. Legal immigrants are those who moved with the legal permission of the receiver nation, illegal immigrants are those who moved without legal permission, and refugees are those crossed an international boundary to escape persecution. Jay Weinstein and Vijayan Pillai (2001) denote a third classification: forced migration. Forced migration exists when a person is moved against their will (slaves), or when the move is initiated because of external factors (natural disaster or civil war). The distinction between internal and international migration is crucial because they happen for different reasons. Because structural barriers are more likely to impede the mobility of a potential international migrant than an internal migrant—international migration involves more administrative procedures, greater expense, and more difficulties associated  with obtaining employment, accessing state services, learning a new language, and the like—the motivations behind international migration are usually stronger than those behind internal migration (Weeks 1999). Why do people migrate? People have moved from their home countries for centuries, for all sorts of reasons. Some are drawn to new places by ‘pull ‘ factors, others find it difficult to remain where they are and migrate because of ‘push’ factors. These have contributed to the recent movement of people here but are also the reason why people from here have emigrated to other countries. Over 80 million people in the world have Irish blood; 36.5 million US residents claimed Irish ancestry in 2007. Historically some were transported or sold into slavery or left because of poverty, hunger, persecution, discrimination, civil war, unemployment and, more recently, simply for education and better jobs. Migrant numbers have risen rapidly in the last decade. In 2013 there were thought to be over 230 million international migrants. Pull Factors Migrants are drawn increasingly to countries such as the UK and Ireland by the following factors: †¢Developed countries, or industrialised city areas within countries, draw labour from countries or areas where incomes are lower. †¢International transport has never been easier and is cheaper than ever, relative to incomes. †¢The telephone and internet make it easier to access information. †¢Falling birth rates in developed countries contribute to labour shortages and skills gaps. †¢Extra people are required when there is rapid economic expansion. †¢People are drawn to stable democracies where human rights and religious freedoms are more likely to be respected. †¢Many people in other parts of the world speak English. †¢Young people move in order to get better jobs or improve their qualifications, including their language skills. Push Factors Negative factors at home add to the reasons why people feel compelled to move. †¢Lack of prospects for career advancement †¢Poverty and low incomes †¢High unemployment rates †¢Persecution and poor human rights †¢Internal conflict and war †¢Natural disasters, climate change and famine THE IMMIGRATION The immigration, as a decision made by a person is an act that occurs, because of some factors especially in the under developed countries and the most important causes or reasons are mainly social reasons, politic reasons and economic reasons. For the first reason which is the social one , the underdeveloped countries know and suffer from crisis at the economic level, this factor leads the people to immigrates abroad in order togain money , and find a work. Also, poverty leads many people and pushes them to search for a work and gain money to solve their problems and afford their needs, but this isn’t available or easy to reach in their home country, so that they choose to travel abroad where the work is available and the cost of living isn’t rising, and where they can improve their social situation. For the second reason, which is politic, and as we know, in some countries especially the underdeveloped one there is some civil wars between the citizenship, this fact means that there is no peace in that country and automatically we know that when there is no peace there is no normal life, because when the war start it damaged anything and everyone who is in front of it, and because of all that some people choose to travel abroad and avoid any trouble caused by the war. At least, and for the third reason, which is the economic one, the most underdeveloped countries suffer from the low salaries that the workers get, which push many of them to think of the immigration. Also, those countries don’t afford for all the people enough jobs especially for the younger’s that are considered as new comers to the job market where they shocked when they discover that there isn’t enough jobs for them and so that their decision will be surely to travel abroad or to immigrate definitively . But the most dangerous problem is that some  younger’s travel even if they have high degrees in different domains and this will leads those countries to fall in the problem of BRAIN DRAIN, so that their immigration could be a great loss for their countries, especially in a time where there countries are in a great need for their knowledge. Finally, and in my opinion I think that every under country must afford enough jobs, especially for the Youngers those that are considered as the future of the country, and try to reduce the social problems and then stop the immigration.