Thursday, November 26, 2009
Tuesday, October 27, 2009
Immigration policy of EU
Dear USM Law students, please find attached the link to the article on Immigration Policy and fee free to hare your thoughts using our blog.
History of US immigration policy.
Immigrants:
a) Immigrants not subject to Numerical Limitations (Immediate relatives: children, parents spouses);
b) Immigrants subject to numerical limitations (Preference categories: family sponsored preferences, employment related preferences, diversity immigrants).
Nonimmigrant visitors and temporary workers:
A – career diplomats
B - temporary visitors for business and pleasure
C - aliens in transit
D - crew members
E - treaty traders and investors
F - students
G - international organization representatives
H - temporary workers
I - foreign media representatives
J - exchange program visitors
K - fiancé(e)s or spouses and (their children) of the US citizen
L - intracompany transferees
M - students in nonacademic institutions
N - parents and children of special immigrants
O - aliens with extraordinary abilities
P - entertainers and athletes
Q - cultural exchange program participants
R - religious workers
S - aliens coming to the US to provide information for criminal investigations
T - victims of human trafficking
U - victims of domestic abuse
V - spouses and children of permanent resident who filed an immigration petition more than three years ago.
4. Towards EU immigration.
5. Towards Australian immigration.
6. Towards Asian immigration.
7. Illegal immigration: trafficking in human beings.
8. The crisis as a factor that influence migration in our days.
9. EU directives concern immigration and the steps taken by EU in order to persuade Moldavian immigrants to return in their home country.
History of US immigration policy.
Immigrants:
a) Immigrants not subject to Numerical Limitations (Immediate relatives: children, parents spouses);
b) Immigrants subject to numerical limitations (Preference categories: family sponsored preferences, employment related preferences, diversity immigrants).
Nonimmigrant visitors and temporary workers:
A – career diplomats
B - temporary visitors for business and pleasure
C - aliens in transit
D - crew members
E - treaty traders and investors
F - students
G - international organization representatives
H - temporary workers
I - foreign media representatives
J - exchange program visitors
K - fiancé(e)s or spouses and (their children) of the US citizen
L - intracompany transferees
M - students in nonacademic institutions
N - parents and children of special immigrants
O - aliens with extraordinary abilities
P - entertainers and athletes
Q - cultural exchange program participants
R - religious workers
S - aliens coming to the US to provide information for criminal investigations
T - victims of human trafficking
U - victims of domestic abuse
V - spouses and children of permanent resident who filed an immigration petition more than three years ago.
4. Towards EU immigration.
5. Towards Australian immigration.
6. Towards Asian immigration.
7. Illegal immigration: trafficking in human beings.
8. The crisis as a factor that influence migration in our days.
9. EU directives concern immigration and the steps taken by EU in order to persuade Moldavian immigrants to return in their home country.
Wednesday, January 28, 2009
Feminist Jurisprudence Day Generates Dialogue on Gender and the State
Nearly one hundred attendees gathered at Hamline University on April 11 for the Feminist Jurisprudence Day. The day began with a sobering discussion about women and trafficking in Minnesota facilitated by Aliona Cara (shown at left) , a Fulbright scholar and law professor from Moldova who has spent the 2007-08 academic year at Hamline doing PhD research on human trafficking. Other panels explored issues about women who are incarcerated in Minnesota, as well as Sexual Orientation, Gender Identity and the State, and Reproductive Health Care and the State. Ahmed E. Souaiaia, professor of Arabic, Islamic and international studies at the University of Iowa, provided the luncheon keynote address: Contesting Justice: Women, Islam, Law and Society." A recording of Professor Souaiaia's presentation can be found on Hamline's website.For more details, visit the following website:
Hamline University Law Department - Cara Aliona
Tuesday, January 20, 2009
Monday, December 8, 2008
Welcome to my USM Moldova Immigration Blog
Welcome to our USM Moldova Immigration Blog. This is a collaborative space where university professors and students will exchange messages, check on the latest trends related to immigration issues and just keep up with news, changes in the legal system in Moldova and around the World. Please feel free to become our co-authors and post, edit, add or upload any information we might all be interested in.
Introduction to Course
ALL STUDENTS:
They will attend the practical classes, the practical lessons will be done in other competent bodies, for example to go at the Migration State Office and to discuss with different specialist, may be to invite them at the lessons, to understand better most of the solution of the problems in practice. To be involved in different NGO’s which have as a main goal the migration process. Students will experience strategies where they will talk, read, write, and reflect as a way to cultivate critical thinking. Students will engage in problem-solving exercises, an in-class educational program presentation, cooperative student projects, informal group work, simulations, games, role play, and other similar activities that ask students to apply what they have learned. One of the main ideas of this course is to create a blog of our English Department where each student can post his project for the topic he/she will prepare. At the end of the course the student will receive a certificate of attendance this course. Each student will have my support and recommendations in case of applying at different programs.
COURSE OBJECTIVES:
Students who have fully participated in all aspects of the class will successfully be able to: - Understand theoretical models that drive migration process.
- Identify various components that demonstrate that migration has to be prevent and the methods of integration of the immigrants.
- Gain the ability to arrange and carry out discussions to individuals and small groups about the problems that appear in different countries concern the integration of the migrants.
- Demonstrate an ability to use critical thinking skills to analyze a different cases met by them or by their relatives or their friends or related issue.
- Recognize how the politic of different states influence the process of migration as well the each politic of the state influence the politic of other countries, and solving different cases.
- Increase personal awareness, expand knowledge and encourage action.
“Increase personal awareness: …includes helping students learn more about their own socialization and social identities and the conscious and unconscious
prejudices and assumptions they hold. Through examining personal awareness
students can develop greater clarity about the differential treatment they receive as result of their own memberships. They learn to identify and challenge what are often unexamined beliefs about themselves and others and understand how these beliefs have been established through an unequal system based on hierarchies of privilege and power. Course content also helps students recognize how specific forms of oppression are manifested in their everyday lives through interpersonal interactions, institutional practices, and cultural norms, which guide their behavior as individuals.
Expand knowledge: To expand knowledge, we ask students to examine historical, economic, and social information that defines and reflects oppression
Through readings, videos, lectures and discussion we engage students in learning about the structural and institutional features of oppression and use this knowledge to analyze current examples of oppression in our society.
Encourage actions: We hope that students will create meaningful ways to apply their new awareness and knowledge rather than feel overwhelmed by it. We provide support for identifying possible actions they can take, practicing self-chosen interventions, and planning ways they can continue to act and get support for their actions beyond the course. Our goal is to enable students to see themselves as agents of change, capable of acting on their convictions and in concert with others against the injustices they see.”
They will attend the practical classes, the practical lessons will be done in other competent bodies, for example to go at the Migration State Office and to discuss with different specialist, may be to invite them at the lessons, to understand better most of the solution of the problems in practice. To be involved in different NGO’s which have as a main goal the migration process. Students will experience strategies where they will talk, read, write, and reflect as a way to cultivate critical thinking. Students will engage in problem-solving exercises, an in-class educational program presentation, cooperative student projects, informal group work, simulations, games, role play, and other similar activities that ask students to apply what they have learned. One of the main ideas of this course is to create a blog of our English Department where each student can post his project for the topic he/she will prepare. At the end of the course the student will receive a certificate of attendance this course. Each student will have my support and recommendations in case of applying at different programs.
COURSE OBJECTIVES:
Students who have fully participated in all aspects of the class will successfully be able to: - Understand theoretical models that drive migration process.
- Identify various components that demonstrate that migration has to be prevent and the methods of integration of the immigrants.
- Gain the ability to arrange and carry out discussions to individuals and small groups about the problems that appear in different countries concern the integration of the migrants.
- Demonstrate an ability to use critical thinking skills to analyze a different cases met by them or by their relatives or their friends or related issue.
- Recognize how the politic of different states influence the process of migration as well the each politic of the state influence the politic of other countries, and solving different cases.
- Increase personal awareness, expand knowledge and encourage action.
“Increase personal awareness: …includes helping students learn more about their own socialization and social identities and the conscious and unconscious
prejudices and assumptions they hold. Through examining personal awareness
students can develop greater clarity about the differential treatment they receive as result of their own memberships. They learn to identify and challenge what are often unexamined beliefs about themselves and others and understand how these beliefs have been established through an unequal system based on hierarchies of privilege and power. Course content also helps students recognize how specific forms of oppression are manifested in their everyday lives through interpersonal interactions, institutional practices, and cultural norms, which guide their behavior as individuals.
Expand knowledge: To expand knowledge, we ask students to examine historical, economic, and social information that defines and reflects oppression
Through readings, videos, lectures and discussion we engage students in learning about the structural and institutional features of oppression and use this knowledge to analyze current examples of oppression in our society.
Encourage actions: We hope that students will create meaningful ways to apply their new awareness and knowledge rather than feel overwhelmed by it. We provide support for identifying possible actions they can take, practicing self-chosen interventions, and planning ways they can continue to act and get support for their actions beyond the course. Our goal is to enable students to see themselves as agents of change, capable of acting on their convictions and in concert with others against the injustices they see.”
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