What to Do When Your Green Card is Lost in the Mail

What to Do When Your Green Card is Lost in the Mail You aced your interview and received a note saying that youve been approved for permanent residence and your green card has been mailed. But now its a month later and you still havent received your green card. What do you do? If your green card has been lost in the mail, you will need to apply for a replacement card. This sounds simple, if a bit of a pain, until you learn that you may also have to pay another filing fee for the application and biometrics (rates can vary). This fee is in addition to what you paid for the initial green card application. Its enough to push even the most patient person over the edge. The rule is, if you do not receive the green card in the mail and USCIS mailed it to the address you provided but the card isnt returned to USCIS, then you must pay the full filing fee. (You can read this on the I-90 instructions, What is the Filing Fee?) If the undelivered card is returned to USCIS, you still need to file for a replacement card but the filing fee is waived. Here are some tips to consider when your green card is lost in the mail. Make Sure Youve Been Approved Sounds silly, but you want to be sure that youve actually been approved before you start rattling any cages. Have you received the approval letter or email? Has the card been mailed out? If you cant confirm this with the information you have, make an Infopass appointment at your local field office to find out the details. Wait 30 Days USCIS advises that you wait 30 days before assuming the card has been lost in the mail. This allows for time for the card to be mailed and returned to USCIS if undeliverable. Check With Your Post Office The Post Office is supposed to return the undelivered card to USCIS but just in case they havent, go to your local USPS office and ask if they have any undelivered mail in your name. Make an Infopass Appointment Even if you verified the details with by calling the 1-800 number for the National Customer Service Center, Id suggest double-checking the information at your local field office. Make an Infopass appointment and have them verify the address that the card was sent to and the date it was mailed. If the USCIS officer can confirm that it was sent to the correct address, its been more than 30 days since the card was mailed and the card has not been returned to USCIS, its time to move on. Contact Your Congressperson If youre lucky, your local Congressperson will agree with you that paying an additional fee for a replacement card is absurd, and offer to work with you to help USCIS see it in the same way. Ive read a few success stories from people in the same situation; it all depends on who you get. Find your House or Senate representative to learn how best to contact them. Most district offices will have caseworkers who help with federal agency problems. There is no guarantee that they will get the fees waived for you, but it has helped some people so its worth a try. File I-90 Application to Replace Permanent Resident Card Whether or not the card has been returned to USCIS, the only way to get a new card is to file Form I-90 Application to Replace Permanent Resident Card. If you need confirmation of your status to work or travel while its processing, make an Infopass appointment to get a temporary I-551 stamp until your new card arrives.

Strategies that Motivate Students Connected to Proverbs

Strategies that Motivate Students Connected to Proverbs A proverb is A proverb is a short, pithy statement of a general truth, one that condenses common experience into memorable form. Although proverbs are cultural statements, marking a particular time and place for their origin, they reflect the universal human experience. For example, proverbs are found in literature, as in Shakespeares Romeo and Juliet â€Å"He that is strucken blind cannot forgetThe precious treasure of his eyesight lost† (I.i) This proverb means that a man who loses his eyesight-or anything else of value- can never forget the importance of what has been lost. Another example, from  Aesop Fables  by Aesop: We should make sure that our own house is in order before we give advice to others. This proverb means we should act upon our own words, before advising others to do the same. Motivating students with Proverbs There are multiple ways to use proverbs in the 7-12 grade classroom. They can be used to inspire or to motivate students; they can be used as cautionary wisdom. As proverbs have all developed in some human experience, students and educators may recognize how these messages from the past can help inform their own experiences. Posting these proverbs around the classroom can bring about discussions in class as to their meaning and how these Old World sayings still are relevant today. Proverbs can also support motivational strategies that teachers may want to use  in the classroom. Here are eight (8) approaches to motivate students that can be implemented in any content area.  Each of these approaches is matched with supporting proverb(s) and the proverbs culture of origin, and links will connect educators to that proverb online. #1. ​​Model enthusiasm An educators enthusiasm about a specific discipline that is evident in each lesson is powerful and contagious for all students. Educators have the power to  raise students’ curiosity, even when students are not initially interested in the material. Educators should share why they first became interested in a subject,  how they  discovered their passion, and how they understand their desire to teach to share this passion. In other words, educators must model their motivation. â€Å"Wherever you go, go with all your heart.  (Confucius) Practice what you preach. (Bible) Once out of the throat it spreads over the world.(Hindu Proverb) #2. Provide relevance and choice: Making content relevant is critical to motivating students.  Students need to be shown or to establish a personal connection to the material taught in class. This personal connection may be emotional  or appeal to their background knowledge. No  matter how disinteresting a subjects content may seem, once students have determined that the content is worth knowing, the content will engage them.Allowing students to make choices increases their engagement. Giving students choice builds their capacity for responsibility and commitment. Offering choice communicates an educators respect for students’ needs and preferences. Choices also can help prevent disruptive behaviors.Without relevance and choice, students may disengage and lose the motivation to try. The road to the head lies through the heart.  (American Proverb) Let your nature be known and expressed.  (Huron Proverb) He is a fool who does not consider his own interests. (Maltese Proverb) Self interest will neither cheat nor lie, for that is the string in the nose that governs the creature.(American Proverb) #3. Praise student efforts: Everyone likes genuine praise, and educators can capitalize on this universal human desire for praise with their students. Praise is a powerful motivational strategy when it is part of constructive  feedback. Constructive feedback is nonjudgmental and acknowledges quality in order to stimulate advancement. Educators should stress opportunities that students can take to improve, and any negative comments must be associated with the product, not the student.   Praise youth and it will prosper. (Irish Proverb) As with children, there is no taking  away of what has been rightly given. (Plato) Do one thing at time, with supreme excellence.  (NASA) #4. Teach flexibility and adaptation Educators need to try to develop a students mental flexibility, or the ability to shift attention in response to changes in the environment. Modeling flexibility when things go wrong in the classroom, especially with technology, sends a powerful message to students. Coaching students to know when to let go of one idea to consider another can help each student meet success.   Its an ill plan that cannot be changed. (Latin Proverb) A reed before the wind lives on while mighty oaks do fall.   (Aesop) Sometimes you have to throw yourself into the fire to escape from the smoke  (Greek Proverb) Times change, and we with them. (Latin Proverb) #5. Provide opportunities that allow for failure Students operate in a culture that is risk-adverse; a culture where failure is not an option. However, research shows that failure is a powerful instructional strategy. Mistakes can be expected as a part of the application and experimentation taxonomy and allowing age-appropriate mistakes can increase confidence and problem solving skills.  Educators need to  embrace the concept that learning is a messy process and use mistakes as part of a discovery process in order to engage students.  Educators also need to provide safe spaces or structured environments for students to take intellectual risks to minimize some mistakes. Allowing for mistakes can give students the satisfaction  of reasoning through a problem and discovering the underlying principle on their own. Experience is the best teacher. (Greek Proverb) The harder you fall, the higher you bounce.  (Chinese Proverb) Men learn little from success, but much from failure.  (Arab Proverb)   Failure is not falling down but refusing to get up. (Chinese Proverb) Failing to plan is planning to fail  (English Proverb) #6.  Value student work Give students the chance to succeed. High standards for student work are fine, but it is important to make those standards clear and give students a chance to discover and meet them.   A man is judged by his work. (Kurdish Proverb) The achievement of all work is practice.  (Welsh Proverb) Remember that the only place where success  comes before work is in a dictionary. (American Proverb) #7. Teach stamina and perseverance Recent research on how the brain works confirms that the brains plasticity means that stamina and perseverance can be learned. Strategies for teaching stamina include repetition and sequencing activities with  increasing difficulty that offer a continual but reasonable challenge. Pray to God but continue to row to the shore.(Russian Proverb) It does not matter how slowly you go so long as you do not stop.  (Confucius) There is no Royal Road to learning.  (Euclid) Though the centipede has one of its legs broken, this does not affect its movement.  (Burmese Proverb) A habit is first a wanderer, then a guest, and finally the boss. (Hungarian Proverb) #8. Track improvement through reflection Students need to track their own leaning through ongoing reflection.  Whatever form the reflection takes, students need the opportunity to make sense of their learning experiences. They need to understand what choices they made, how their work changed, and what helped them learn to track their improvement Self-knowledge is the beginning of self-improvement.(Spanish Proverb) Nothing succeeds like success (French Proverb) Praise the bridge that carried you over. (English Proverb) No one can be an expected to be an expert at something before they have got the chance to practice it.  (Finnish Proverb) In conclusion: Although proverbs were born from Old World thinking, they still reflect the human experience of our students in the 21st Century. Sharing these proverbs with students can be part of making them feel connected, beyond time and place, to others. The messages of proverbs can help students better understand the reasons for the instructional strategies in place that can motivate them towards success.

The Grade I Deserve In This Course Essay Example | Topics and Well Written Essays - 500 words

The Grade I Deserve In This Course - Essay Example Oftentimes I recognize that fellow students participate in classroom lectures and complete their homework not out of a genuine intellectual interest, but out of a desire to merely achieve a high grade. While I commend their standards and commitment to success I believe such an approach is not effective in gaining the greatest benefit from the course. During this course I have made my greatest effort to digest and appreciate the course material in a way wherein I would truly understand its deeper meaning and implication, both for the content as well as for improving my English writing skills. It follows that while others may appear to have outwardly been more involved in the course, I believe that my commitment and intellectual involvement are very high in terms of my own abilities, as well as relative to other students in the course. In examining the extent that I accomplished the goals of this course I believe I was highly successful. In these regards, I greatly improved my writing and linguistic abilities. I recognize my improvement in the increased ease I feel writing documents that in the past would have taken me a significant amount more time. Another element of my improved understanding is that I have increased my critical thinking skills. I believe that one of the central challenges of the course was approaching difficult or dense material and gaining a deeper understanding of this material’s central arguments. In the process of engaging with this challenging material I found that I began to develop increased strategies for tackling things that previously I would have simply ignored. I believe that these increased critical thinking skills, as evidenced both in my improved English writing and comprehension abilities, are perhaps the greatest things I gained from the course. Taking the cumulative impact of the previously articulated examples,

Decision Making Analysis Essay Example | Topics and Well Written Essays - 750 words

Decision Making Analysis - Essay Example Naturally, approaching this from a common sense standpoint, the individual is presented with the issue of how to justify the demands that are made by the hiring entity and the supervisor himself. As the case denoted, pressure is being placed upon the supervisor with regards to pressuring the decision-maker to engage in something of an unethical unit of behavior. Naturally, as a new employee, the hiring officer is hesitant to go against the will and intentions of his superiors. Yet, from an ethical standpoint, as well as the universalism promoted by Kant and the social justice theory promoted by Rawls, he in fact has no choice but to at least discuss the situation with the supervisor and see if some type of understanding/agreement can be settled upon that would maximize the utility and ethical approach for each and every individual within a given situation. Oftentimes, within a situation of work expectation and employment, and individual worker is presented with an ethical dilemma tha t does not readily lend itself to being interpreted to maximize the best good for each and every individual involved. ... What is noted all too often in the business world is that individuals are too timid to bring such situations to the light of day for fear that they might be somehow retaliated against for doing so. However, even if this is indeed the case, weighing the situation and allowing for a determination of maximal good to be understood, there is little moral or ethical choice but would allow for one’s superior to be notified of the implicit unfairness of the way in which this particular employment screening process is taking place. Rather than going directly to the boss and stating what is wrong, a much more tactful, and perhaps appropriate level of response, would be to merely mention the situation and ask if the manager/boss had any recommendations with regards to how the equity of the process could be improved upon. Once again, with regards to the case in question, it is the requirement of Joe to ensure that the issue is brought to the attention of the superiors as possibly represen ting an unethical and unfair hiring process. Whether or not he is rewarded or punished for this, it is the right choice not only with regards to the fairness and equity of the hiring process but also with regards to the safety that such a decision could mean with regards to litigation if such a hiring practice were ever leaked and came to the general knowledge of an individual who applied and did not get the job. In this way, the reward for doing the right thing and bringing this situation to the attention of his superiors also has the added reward of being able to provide a level of safety with regards to the role in which Joe might have otherwise played in such a scheme should it ever have been uncovered and litigated. There are few situations in which doing the right

Sir Karl Poppers Falsifiability Claim Essay -- Sir Karl Popper Scienc

Sir Karl Popper's Falsifiability Claim Popper asserts that "it is easy to obtain confirmations, or verifications, for nearly every theory--if we look for confirmations." Kuhn illustrates (page 6), in his discussion of cosmologies, that man needs a structure for his universe. Man needs to explain the physical relation between his personal habitat and nature in order to feel at home. Explaining this relation gives meaning to his actions. Moreover, Kuhn says observation is a double edged sword (page 7). This sword can confirm or conflict with cosmology which can destroy the theory. Kuhn discusses the astronomer (page 7), who because of his own world view (via his specialty) will not verify Milton's image of the Milky Way as being broad and ample or Shakespeare's vision of stars as night candles. Those descriptions don't tell the astronomer how far away the Milky Way, the Sun or Jupiter happen to be. Observations (page 26) are only clues to a mystery. The schema created by the observer can affect the results. "Therefore, observations like those discussed in the preceding sections could be collected and put in systematic form by men whose beliefs about the structure of the universe resembled those of the ancient Egyptians" (page 26). Kuhn discusses the functions of a conceptual scheme (page 36). He indicates that a theory deriving from observations can also transcend them. Kuhn says that since the two sphere universe is based on the human imagination of the obser...

Describe the global distribution of earthquakes Essay

According to plate tectonics, the global distribution of epicentres is related to boundaries between lithospheric plates. Earthquakes at plate boundaries are called interplate earthquakes. Less commonly, earthquakes also take place in plate interiors and these are called intraplate earthquakes. The most active region in the world corresponds to the margins of the Pacific Ocean. Earthquakes with large magnitudes take place along this zone in the Americas from the Aleutian Islands to southern Chile and from the Kamchatka peninsula in Asia to New Zealand. Besides shallow earthquakes, throughout most of this long region, intermediate and deep shocks take place along the margin of Central and South America and on the other side of the Pacific along the systems of island arcs (Aleutians, the Kuriles, Japan the Philippines) Another large seismically active region is known as the Mediterranean-Alpine-Himalayas region and extends from West to East from the Azores to the eastern coast of Asia. This region is related to the boundary between the plates of Eurasia to the North and Africa, Arabia, and India–Australia to the South. Its seismicity involves shallow, intermediate, and deep earthquakes. A third seismic region is formed by earthquakes located on ocean ridges that form the boundaries of oceanic plates, such as the Mid-Atlantic Ridge, East Pacific Rise, etc. In these regions earthquakes of shallow depths are concentrated in relatively narrow bands following the trend of the oceanic ridges. In general, boundaries between oceanic plates and between oceanic and continental plates have simpler distributions of seismicity than do boundaries between continental plates. Name two pieces of evidence that can be used to show the scale of the hazard at any one place. Comment on the reliability of such evidence. The most well known method of measuring the intensity of an earthquake is the Richter scale. The Richter scale is named after an American seismologist named Charles Francis Richter, and measures the amount of energy released at the focus of a quake. It uses a logarithmic scale that runs from â€Å"1† to â€Å"9. † Because this scale is logarithmic, each number is actually an increase of ten times than the number which precedes it. Thus, a 7. 0 earthquake is ten times more powerful than a 6. 0 and 100 times more powerful than a 5. 0. To allow a greater degree of precision, a decimal equivalent was provided. At one time it was believed that an earthquake with a magnitude of 8. 5 was the most powerful possible but new seismic measuring techniques have revealed that it is possible to reach 9. 5. This is reliable source as to how destructive an earthquake can be, although it does not specifically relate to how much damage will be caused, for example a less economically developed area which has a high population density will suffer greater loss than a more economically developed area which has better education, more stable buildings and emergency plans as well as sufficient communication. The intensity of an earthquake is a more reliable source of evidence as to how destructive an earthquake has been. Intensity of an earthquake depends on the distance from epicentre, and also on the local soil conditions, geology and topography. In a typical case, however, the largest intensity is observed in the vicinity of epicentre and it diminishes with the distance. It measures the total number of deaths and building failures. I believe this is more reliable as it measures the direct effect of the earthquake, for example, the total destruction of the land etc if directly proportional to the intensity and does not take into account the land use. Describe the effects of the hazard in the areas where it occurs. How earthquakes affect humans, buildings, and bridges depends on many factors. The most important factors are earthquake magnitude, the distance from the earthquake centre (called the epicentre), and the geologic conditions at a site Primary effects of earthquakes are caused directly by the earthquake and can include violent ground shaking motion accompanied by surface rupture and permanent displacement. The most significant societal impact of the Kobe earthquake was the tremendous loss of human life. In addition, for more than 300,000 survivors in the heavily impacted cities of Kobe, Ashiya, and Nishinomiya who were displaced from their homes, there were the hardships of finding shelter; securing food and water; locating friends and family members; and acquiring warm clothing for the cold, damp winter weather. Although relatives and friends took some of the displaced people in, and others possessed the means to relocate to hotels, those requiring emergency shelter reached a peak of 235,443 on the evening of January 17. Many camped in public parks or assembled makeshift shelters from materials salvaged from the wreckage of their homes. The 1,100 shelters included community centres, schools, and other available and undamaged public buildings. Facilities were too few to avoid severe crowding in some shelters, however, causing sanitation problems and increased risk of communicable disease. Indeed, two weeks after the earthquake, reports of influenza and pneumonia were common. Food, water for drinking and sanitation, blankets, and warm clothing were in short supply for at least the first few days after the earthquake, and many people from the hardest-hit wards made the long walk to the Nishinomiya Railway Station, journeyed to Osaka for necessities, then returned via rail with whatever they were able to transport by hand. Short-term secondary effects of earthquakes include liquefaction, landslides, fires, seismic sea waves (tsunami), and floods (following collapse of dams). Long-term secondary effects include regional subsidence or emergence of landmasses and regional changes in groundwater levels. Liquefaction is defined as the transformation of water saturated granular material from solid to a liquid state. During earthquakes, this may result from an increase in pore – water pressure caused by compaction during intense shaking. Liquefaction of near – surface water – saturated silts and sand causes the materials to lose their shear strength and flow. As a result, buildings may tilt or sink into the liquefied sediments; tanks or pipelines buried in the ground may float to the surface. Also the pressure generate by the shaking, forces the sand to loose its cohesive strength and to work more like a dense liquid. This leads to buildings collapsing and for sand to explode onto the surface to create ‘sand volcanoes’ and ‘boils’. Earthquake shaking commonly triggers many landslides (a comprehensive term for several types of hill slope failure) in hilly and mountainous areas. Landslides can be extremely destructive and cause great loss of life. Fire is a major secondary hazard associated with earthquakes. Shaking of the ground and surface displacements can break electrical power and gas lines and ignite fires. The threat from fire is doubled because fire-fighting equipment may be damage and water mains may be broken. The major cause of death form earthquakes is due to the collapse of buildings. The number of buildings destroyed by the Kobe earthquake exceeds 100,000, or approximately one in five buildings in the strongly shaken area. An additional 80,000 buildings were badly damaged. The large numbers of damaged traditional-style Japanese residences and small, traditional commercial buildings of three stories or less account for a great deal of the damage. In sections where these buildings were concentrated in the outlying areas of Kobe, entire blocks of collapsed buildings were common. The fires following the earthquake also destroyed several thousand buildings. Discuss the degree to which the hazard can be predicted and managed. Effective management of geological hazards is still an exclusive object for countries throughout the world. Experience has shown that, even in the most technologically developed countries, much remains to be achieved. Although considerable advances have been made in the field of geological hazard prediction, many geophysicists feel that accurate prediction of earthquakes may no longer be regarded as an achievable goal. Increasingly scientists and hazard managers are turning their attention to improving and adapting buildings and infrastructures that will withstand earthquakes. Hazard mapping, and land use zoning have important parts to play in the reduction of losses from earthquakes. The proper co-ordination of community awareness, evacuation procedures and effective response by public services is acquiring a much higher profile as a result of shortcomings revealed in recent events such as the Kobe and Armenian earthquakes. Administration of aid and relief programmes during the vital days after the occurrence of a disaster has often been criticised, particularly in the less economically developed countries, and much more competent use of resources is clearly required in many cases. Predictions of earthquakes are based largely on past patturns and generally tend to be imprecise. They are usually long term, and as we have seen, in the case of earthquakes it is unlikely that the location and magnitude of an event can be predicted with any accuracy. Forecasts are based on the evolution of an event through a series of stages that are increasingly well understood. In contrast to predictions, forecasts are often short-term and thus offer little time for effective warning to be given. Again little progress has been possible with seismic hazard forecasting. There has been considerable investment into the scientific prediction of earthquakes in areas such as the Kanto and Tokai regions of Japan and in California. In such densely urbanised and technologically complex areas the search for accurate prediction methods clearly justifies research costs. Seismic variations in the San Andreas Fault are well known. The section around the town of Parkfield is currently the site for an ongoing seismic prediction experiment. It appears that slips occur along this section of the fault at fairly regular intervals, averaging out at 22 years. The window of occurrence for the latest slip and earthquake was between1987 and 1993, but no major seismic event has yet occurred.

Immigration Speech A Nation Of Immigrants - 1194 Words

On November 20, 2014, President Barack Obama stated, in his immigration speech, â€Å"My fellow Americans, we are and always will be a nation of immigrants.† This has been and still is one of America’s fundamental ideals. Immigrants have helped sustain America and have contributed their entire lives to the benefit of our nation. They have come to play a large role in the American economy and we must help them overcome the barrier that prevents many of them from contributing to the United States. In order to allow immigrants to achieve their full potential, we, as a nation, must provide services for immigrants who cannot read or understand English, increase security along America’s borders, and stop wasting resources on deporting harmless undocumented workers. Since many immigrants from third-world countries don’t receive a proper education, they often don’t have the opportunity to learn English. These people come to America seeking better education and more opportunities for their children. However, in order to receive these benefits for their children, they must first become U.S. Citizens. A major requirement to become a Citizen is the ability to read, write, and speak basic English, but many immigrants did not receive the education they needed to properly accomplish this. According to the Pew Hispanic Center, â€Å"about four-in-ten [Latin American and Caribbean immigrants] say the primary reason for not naturalizing is either personal or administrative barriers . . . Among thoseShow MoreRelatedAn Analysis Of Barack Obamas Speech1167 Words   |  5 Pagesillegal immigration. There have been an influx of illegal immigrants crossing the southern border and trying to thrive and achieve the American dream however people oppose that because illegal immigrants can pose a threat to the American country due to the number of drug cartels which run in Mexico. 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