Nursing Theory Plan of Care Research Paper Example | Topics and Well Written Essays - 1750 words

Nursing Theory Plan of Care - Research Paper Example Most of the nursing models are capable of producing effective care plans towards documenting the patient’s treatment so that all other healthcare workers and professional who encounter such a patient will know the patient’s condition. However, the care plan should be to allow daily evaluation and changes as the needs and ability of the patient may change. Notably, the care plans are often shaped by the nursing model or theories upon which the car plan was formulated. Thus, the nursing theories have a significant impact on the significant of the clinical practices. Dorothea Orem’s general theory is among the nursing theories that provide a fundamental framework that define nursing care practices that should be offered to patients. The Orem’s general theory is often defined by three highly defined theories including the self-care theory. The self-care theory defines the activities that a patient needs to achieve a complete or achieve optimum health Orem, Ren penning, and Taylor, 2003). Additionally, Orem’s theory is defined by self-care deficit that specifies when the nursing care in appropriate for the patient who can meet his or her self-care needs. Finally, the Orem’s general theory is defined by the nursing systems theory that describes how the nurse, patient, or both working together will meet the underlined self-care needs. The Orem’s theory ensures that a nurse properly identifies the self-care deficits of the patient’s ability. A nurse can achieve this through acting or guiding the patients or other parties involve in her or his care in supporting the patient (Roussel and Swansburg, 2009). Moreover, the nurse should provide a friendly environment that encourages the patient thereby developing self-care abilities. Such environment can be achieved through teaching the patient and others persons involve in his care on how to meet the environmental self-care needs of the patient. Therefore, the main aim o f the Orem’s self-care model is enable patients and  their  family  or caregivers  to maintain or take care of their health (Meleis, 2011). Orem’s Model Health Care Plan There are numerous health care plans that are proposed by Orem’s model of practice and Mr. Issler must consider undertaking all of them. 1. Universal self-care requisites I will advise Mr. Issler to maintain human integrity in order to allow proper functioning of his body structures. In providing health care for Mr. Issler, the following requisites shall be to consider Maintain sufficient air, water, and food intake Provision of health care assoc through elimination process Mr. Issler to be advised to balance between chores and rest and between solitude and social interaction He is to avoid hazardous life like getting to congested and overcrowded places 2. Developmental self-care requi

Property Law Case Study Example | Topics and Well Written Essays - 1750 words

Property Law - Case Study Example After the relationship broke down, Ms Oxley claimed that the proceeds of sale of this property should be distributed in equal shares. She argued that as there was no discussion on the financial issues, although she had inferred that the sales proceedings would be equally shared for beneficial ownership. Mr Hiscock appealed that there has been no discussion on intended shares so Ms Oxley's presumption should be displaced. This case shows the extent to which cohabitation could be considered as a condition for equally distributed shares in property being considerably important within property law and analysis of equity and trusts. Trust law falls under the broader topic of property law and family law and relates to wills, trusts and property that are shared or distributed. The importance of this case of Oxley v Hiscock lies in the fact that it shows the limitations applicable in distribution of property or shares even in case of cohabitation or marriage. The case and its judgement provi de insights into the nature of family law particularly in relation to trusts and property share. The proceedings were brought to the court under section 14 of the Trusts of Land and Appointment of Trustees Act 1996. The appeal and the judgement highlight the question of how 'proceeds of property in which an unmarried couple have been living as man and wife should be shared between them when the relationship comes to an end'2. The 3. Facts of the Case The facts of the case could be summarised as follows: Mr Hiscock, the appellant purchased a property at 35 Dickens Close, Hartly, Kent in April 1991 under his name. Mrs. Oxley formerly occupied a house at Dartford as a secure tenant but by September 1987 exercised her rights under Part V of the Housing Act 1985 to acquire this property with a discount of 20,000 she could buy the property for 25,200. At the end of 1990, Mr Hiscock purchased his home in 35 Dickens Close for himself, Mrs Oxley and her children from a previous marriage for a purchase price of 127,000 which was funded by a building society advance, proceeds from sale of 39 Page Close and balance of Mr Hiscock's own savings. Thus some amount of money 61,500 has been obtained from the sale of 39 Page Close the property acquired by Mrs Oxley who was a secure tenant in local authority housing. The property at 39 Page Close was documented as being bought with assistance of funds from Mr Hiscock and purchased under the sole nam e of Mrs Oxley3. Thus Mr Hiscock was definitely associated with interests in the property but although the property 39 Page Close could have been transferred to joint names after a three year period, this was not done and remained in Mrs Oxley's name. After the sale of the property at Page Close for which Mr Hiscock claimed nothing, Mr Hiscock contributed 25,200 to the purchase of 35 Dickens Close and Mrs Oxley contributed the balance, 36,300. Following sale of 35 Dickens Close in 10 years, the proceedings began with the claim that under section 14 of the 1996 Act, there is a declaration that the proceeds of sale of 35 Dickens Road were to be held by Mr Hiscock upon trust for himself and Mrs Oxley, in equal shares; alternatively, in such shares as the court should determine. The judgement was given in favour of Mrs Oxley and Mr Hiscock appealed against the decision. 4. The Issues of the Case (Consequences of the Law) The

The Speech’s Organization Essay Example for Free

The Speech’s Organization Essay George Clooney gains attention of the audience right away. He says: â€Å"I won’t try to educate you on the issues of Darfur.† By saying this, Clooney acknowledges the audience’s expertise and points out that the purpose of his speech is not to educate them, but to urge them to act appropriately on the issue. Also, Clooney starts off with a stable pace, which does not change throughout the whole speech. In the body of the speech, Clooney states that he is the representative for the people who cannot speak for themselves. With this statement he gains credibility right away, and lets the audience know that he represents not only his own, but a collective point of view. Clooney proceeds with statement that UN needs to act immediately on the issue of Darfur. Thus, he stresses his attention on the sanctity of human life by saying: â€Å"my job is †¦ to beg you on behalf of the millions of people who will die and make no mistake; they will die for you to take real and effective measures†¦Ã¢â‚¬  While saying this, Clooney keeps straight and serious face, which adds more pathos to his words. Towards the end of the speech, Clooney starts to blame UN for inaction by blaming the organization for the conflicts in Rwanda, Cambodia, and Auschwitz. Therefore, he addresses to the audience with a harsh statement: â€Å"So, after September 30th, you wont need the U.N. You will simply need men with shovels and bleached white linen and headstones. In many ways, its unfair, but it is, nevertheless, true that this genocide will be on your watch†. Even though, Clooney makes harsh arguments, he manages to deliver strong message to the audience and warns them to act immediately on the issue. Towards the conclusion, Clooney becomes less harsh and goes softer. He asks the UN to start acting on the issue of Darfur, and points out there must be no waste of time regarding the decision-making. By the end of the speech, Clooney says: â€Å"We believe in you so strongly. We need you so badly. Weve come so far. Were one yes away from ending this.† This statement, probably, was the most influential part of the speech, because Clooney begs UN to start acting on the Darfur conflict and his speech finishes with a question: â€Å"So, what is next?† The Rhetorical Situation George Clooney is known worldwide as an actor, producer, and screenwriter. However, Clooney is not only a Hollywood star, but also a political activist. After delivering the speech on the conflict on Darfur, he was named â€Å"messenger of peace† by the United Nations. Thus, Clooney has all the necessary skills for public speaking. Consequently, Clooney effectively uses rhetorical tools and delivers his speech to the audience with slightly harsh and attacking way. Delivery Throughout the whole speech, Clooney maintained strong eye contact with the audience. Also, his pace remained during the whole speech. He was not rushing, but rather trying to stress attention on every word. Clooney had great vocal variety; his voice was loud and clear. The articulation was on the high level, and it was easy to understand everything that he was saying. For the body language, it was visible that Clooney was trying to hide his hands, as he kept them crossed on the table. By doing this, he has created the feeling that either he was hiding something or was not completely honest about what he was saying. Even though, the speaker was passionate and persuasive, he was reading too much from his notes. His speech was quite short, thus, he could have memorized it and he could have more impact on the audience if he did not use any notes. Also, Clooney’s speech sounded bit too harsh. Sometimes it seemed like he was trying to blame UN for everything bad happening worldwide.

Theories On Second Language Acquisition English Language Essay

Theories On Second Language Acquisition English Language Essay Several studies have revealed how dynamics in cultural identity influenced the learning of a second language (Graham Brown, 1996; McCarthy, Giardina, Harewood, Park, 2003). The process of language learning itself is socially and culturally constructed (Norton-Piece Toohey, 2001). How social formations, individual identities, and interpretations belonging to a particular culture is crucial to the development of language. Culture As defined by Brown (2007), culture is the ideas, customs, skills, arts, and tools that characterize a given group of people in a given period of time (p. 380). A more comprehensive definition of culture developed by DÃ ­az-Rico and Weed (2006) views it as: The explicit and implicit patterns for living, the dynamic system of commonly agreed upon symbols and meanings, knowledge, belief, art, morals, law, customs, behaviors, traditions, and/or habits that are shared and make up the total way of life of a people, as negotiated by individuals in the process of constructing a personal identity. (p. 233) This definition highlights the fact that culture is a dynamic, instead of static process and is neither something to be memorized nor a program that can be encoded to dictate behavior. The process of learning a new language while being immersed in a new culture involves cultural conflict and reconciliation of that conflict in order to come to terms with the host culture. Learning a second language even demands of an individual to take on a new identity (Guiora, 1995, p. 145). As a consequence, ones basic sense of self and confidence in ones abilities are challenged in this process of developing a new identity to cope with the acquisition of a new language. This process is called acculturation, generally referred to as the act of adjusting to a new culture. Acculturation There have been different models to explain the role of acculturation in the acquisition of a second language. Many authors have suggested that acculturation need not mean the eradiction of the old culture itself. Acculturation is adapt[ing] to a second culture without necessarily giving up ones first culture (Diaz-Weed, 2007, p. 246). This is contrary to the view that acculturation is synonymous to assimilation (total absorption into the new culture) or accommodation (mutual adjustment of cultures). Absorbing particular domains of a new society does not mean total surrender of the old or the zero-sum trade off (Berry, 1997, p. 34). Degrees of acculturation could be in four levels: integration (positive relationship to new and old), assimilation (relinquishing old, embracing new), segregation (retaining old, rejecting new), and marginalization (relinquishing old and new) (Berry, 1997). Theories on Second Language Acquisition The earliest research on second language acquisition (SLA) have been motivation studies which hypothesized that motivation is the fundamental factor toward SLA. Founded on the work of Robert Gardner and Wallace Lambert, the relationship of motivation and SLA have been helpful in understanding how the social and cultural environments of L2 learners shape their attitudes and motivations toward the L2, its culture, and L2 speakers (Gardner, 1979, 1980). These studies have pointed out that as a consequence, learners display behaviors which could either promote or impede their SLA outcomes (Gardner, 1979). Motivation for learning an L2 is divided by Gardner into two components: instrumental and integrative motivation. Instrumental motivation concerns an individuals primary concern for linguistic growth, apart from social goals in SLA (Gardner, 1979, 1983, 1988; Gardner Lambert, 1959, 1972). Integrative motivation refers to an individuals willingness and interest in promoting L2 acquisiti on through social interactions with members of the L2 group (Gardner Lambert, 1959, 1972; Gardner, 1979, 1983, 1988). Instrumental motivation is suggested by Gardner and Lambert to have a primary role in learning of the L2, while integrative motivation is depicted playing a lesser, supporting role (Gardner, 1979, 1983, 1988; Gardner, Tremblay Masgoret, 1997; Gardner Lambert, 1972). Many theorists have criticized motivation studies as not sufficiently explaining the role of acculturation in SLA. According to Brown (1980, 2007), second language learners are optimally suited to learn the Culture and SLA second language when certain conditions of acculturation are met. Specifically, the optimal period is when learners are in the third stage of acculturation and also see themselves as outside of both their native culture and the second culture. Schumann (1986) claims that acculturation, or the integration of the L2 learner into the target linguistic community, is not a direct cause of second language acquisition (SLA), but rather it is the first in a chain of factors which results in natural SLA. He proposes that acculturation as a remote cause brings the learner into contact with TL-speakers and verbal interaction with those speakers as a proximate cause brings about the negotiation of appropriate input which then operates as the immediate cause of language acquisition (p. 385). Acculturation (made up of social and affective variables) is the causal varibale of SLA. That is, if learners acculturate, they will learn; if learners do not acculturate, they will not learn. Acculturation initiates a chain reaction including contact in the middle and acquisition as its outcome. Schumanns (1986) acculturation model includes seven social variables (1. social dominance, 2. assimilation, preservation, and adaptation, 3. enclosure, 4. cohesiveness and size, 5. congruence, 6. attitude, 7. intended length of residence) and four affective variables (1. language shock, 2. culture shock, 3. ego permeability, and 4. motivation) which presumably affect the quantity and quality of contact that second language learners have with the target language community, thus affecting SLA. Schumann argues that the degree to which a learner acculturates to the TL group will control the degree to which he acquires the second language (Schumann, 1978, p. 34), but he makes his claim only for the context of natural SLA, i.e., where learning takes place in the environment where the L2 is spoken and without direct language instruction (1986, p. 385). Language proficiency and acculturation There has been a dearth in empirical studies that examined the impact of a learners degree of acculturation on language proficiency or acquisition. Extant studies have however suggested that acculturation and language acquisition have a positive relationship. Acculturation is a more significant determinant in language proficiency than motivation or attitudes, as evidenced by Clements (1986) study. Clement (1986) showed how the interplay of motivation, individual attitudes and degree of acculturation result to SLA proficiency in quantitative cross-sectional study. In a correlational research conducted in a bilingual Canadian university, students were asked to fill up questionnaires that assessed ethnolinguistic vitality, motivation, and attitudes. Moreover, interviews were conducted among respondents to evaluate their proficiency in spoken English as a second language. Minority group members exhibited more self-confidence in their skill of speaking English as a second language and were also judged to be more proficient than members of the majority group. The level of acculturation measured by the frequency of L2 use and frequency of contact with L2 speakers was revealed to be functional in language proficiency. Motivation and attitudes tow ard L2 speakers, and L2 culture were not significantly correlated to language proficiency. Friendships and immersion with native English-speaking people is also important in cultivating SLA and proficiency. As shown in Graham and Browns (1996) study in a bilingual community in Mexico, the difference in proficiency among native Spanish speakers in speaking English could be a result of the varying levels of their acculturation to native English speakers. Using Schumanns (1986) acculturation model and variables, the degree of acculturation was measured among native Spanish-speaking households in Colonia Juarez town. To measure language proficiency, an oral proficiency interview was conducted. Native-like English proficiency among native Spanish speakers was attained only by those enrolled in bilingual schools. Their enrollment in the schools proved favorable to their SLA. Moreover, they developed more positive perceptions about the English-speaking community and developed more intimate friendships with their English-speaking peers (Graham Brown, 1996). Degree of acculturation, age, and marital status are also important factors in language proficiency. Lee (2005) investigated the relationship of English proficiency and degree of acculturation in terms of U.S. media consumption. The results revealed that the use of Korean language over the Internet negatively correlated with acculturation. Those that did not use English when consuming and participating in Internet-based communication were less proficient in speaking English than those that used English frequently. Moreover, younger and single Koreans were more proficient in speaking English than older and married Koreans due to their higher levels of U.S. media consumption (Lee, 2005). Lees study is consistent with the findings from Jiang et al. (2009) which found that greater degrees of immersion in American society leads to higher proficiency in the English language. Jiang et al. (2009) studied acculturation and Enlighs proficiency by studying an older Chinese-English population. Correlational analyses revealed a strong relationship between the degree of immersion in the dominant society and proficiency in oral English. Nevertheless, while speaking proficiency was found to be correlated with acculturation, accents were not.

accident :: essays research papers

Wild Ride   Ã‚  Ã‚  Ã‚  Ã‚  Can you imagine being thrown from a car at 30mph? Well, I never thought I could until this happened to me in the summer of 1999. It was a gorgeous June afternoon, and summer had just begun. I had just gotten my license, and I couldn’t wait to go cruisin’ in my parents new yellow Ford Expedition. I had spent the day at my friends house, and now I was on my way home. I was almost home, I just had to turn onto the gravel road to get to my house. While I was turning, I was trying to put in a mix CD I had just made, and trying to turn the corner at the same time. I guess I was going a little too fast, because all of a sudden, I found myself lying in the ditch, outside of my truck. I had the bitter taste of blood in my mouth. I slowly got up on one leg and struggled up to the road. There was an old white pickup coming down the road and I waved it down. It was a farmer and he called an ambulance on his cell phone. While we were waiting for the ambulance I was hysterical. I couldn’t move or feel my left arm or leg. I felt like I was going to pass out from the pain in my broken limbs. The farmer did everything he could think of to calm me down a little bit. He asked me questions about family, school, and pretty much anything he could think of. I learned all about his wife, and his family; his grandkids, and even their grandkids. Eventually, after what seemed like three hours waiting for the ambulance, it finally got there. The paramedics rushed out, and loaded me into the wailing vehicle. The whole way to the hospital they asked me questions about my injuries and on what I remember about the incident. The pain was almost unbearable, so I told enough of what they wanted to hear, just so they’d shut up. They put my arm and leg in splints and finally gave me something for the pain. After about 15 minutes in the ambulance we got to the hospital and they hauled me into the X-ray room and took X-rays of my arm and leg. They found out that my forearm bone and the bone under the bicep was broken in my left arm and that I had broken my fibula in my left leg.

Beloved :: essays research papers

In Toni Morrisons’ novel, Beloved, the main character Sethe, is a former slave who chooses to kill her baby girl rather than allowing her to be exposed to the physically, and emotionally damaging horrors of a life spent in slavery. There is no other way to say it: she murdered her child. By killing her child, so dear to her heart, the question arises whether Sethe acted out of true love or selfishness. The fact that Sethe's act is irrational can easily be decided upon. Does Sethe kill her baby girl because she wants to save the baby from slavery or does Sethe end her daughter's life because of a selfish refusal to reenter a life of slavery? By examining the complexities of Sethe's character it can be said that she is a woman who chooses to love her children but not herself. Sethe kills her baby because, in Sethe's mind, her children are the only good and pure part of who she is and must be protected from the cruelty and the "dirtiness" of slavery~(Morrison 251In this respect, her act is that of love for her children. The selfishness of Sethe's act lies in her refusal to accept personal responsibility for her baby's death. Sethe's motivation is dichotomous in that she displays her love by mercifully sparing her daughter from a horrific life, yet Sethe refuses to acknowledge that her show of mercy is also murder. Throughout Beloved, Sethe's character consistently displays the duplistic nature of her actions. Not long after Sethe's reunion with Paul D. she describes her reaction to School Teacher's arrival: "Oh, no. I wasn't going back there[Sweet Home]. I went to jail instead"~(Morrison 42) Sethe's words suggest that she has made a moral stand by her refusal to allow herself and her children to be dragged back into the evil of slavery. From the beginning, it is clear that Sethe believes that her actions were morally justified. The peculiarity of her statement lies in her omission of the horrifying fact that her moral stand was based upon the murder of her child. By not even approaching the subject of her daughter's death, it is also made clear that Sethe has detached herself from the act. Even when Paul D. learns of what Sethe has done and confronts her with it, Sethe still skirts the reality of her past. Sethe describes her reasoning to Paul D., "... So when I got here, even before they let me get out of bed, I stitched her a Beloved :: essays research papers In Toni Morrisons’ novel, Beloved, the main character Sethe, is a former slave who chooses to kill her baby girl rather than allowing her to be exposed to the physically, and emotionally damaging horrors of a life spent in slavery. There is no other way to say it: she murdered her child. By killing her child, so dear to her heart, the question arises whether Sethe acted out of true love or selfishness. The fact that Sethe's act is irrational can easily be decided upon. Does Sethe kill her baby girl because she wants to save the baby from slavery or does Sethe end her daughter's life because of a selfish refusal to reenter a life of slavery? By examining the complexities of Sethe's character it can be said that she is a woman who chooses to love her children but not herself. Sethe kills her baby because, in Sethe's mind, her children are the only good and pure part of who she is and must be protected from the cruelty and the "dirtiness" of slavery~(Morrison 251In this respect, her act is that of love for her children. The selfishness of Sethe's act lies in her refusal to accept personal responsibility for her baby's death. Sethe's motivation is dichotomous in that she displays her love by mercifully sparing her daughter from a horrific life, yet Sethe refuses to acknowledge that her show of mercy is also murder. Throughout Beloved, Sethe's character consistently displays the duplistic nature of her actions. Not long after Sethe's reunion with Paul D. she describes her reaction to School Teacher's arrival: "Oh, no. I wasn't going back there[Sweet Home]. I went to jail instead"~(Morrison 42) Sethe's words suggest that she has made a moral stand by her refusal to allow herself and her children to be dragged back into the evil of slavery. From the beginning, it is clear that Sethe believes that her actions were morally justified. The peculiarity of her statement lies in her omission of the horrifying fact that her moral stand was based upon the murder of her child. By not even approaching the subject of her daughter's death, it is also made clear that Sethe has detached herself from the act. Even when Paul D. learns of what Sethe has done and confronts her with it, Sethe still skirts the reality of her past. Sethe describes her reasoning to Paul D., "... So when I got here, even before they let me get out of bed, I stitched her a

Solving America’s Immigration Problem Through Integration

The need for low skilled and cheap labor exists in America and so do the millions of legal and illegal workers needed to fill this demand. The problem then is not one of numbers, skill, legality, national origin or labor needs but rather one of integration. The current problem with America’s immigration-policy is that it is outdated and nonfunctional in the face of such a distinct influx of immigrants from one bordering state to the other. If there is to be any solution to America’s immigration problem it is necessary to address the fears associated with immigration and the threat they pose to integration. It is imperative to recognize that economical, social and cultural integration of this section of our population are crucial to the future well being of the American society. Economic integration is an issue that largely pertains to low skilled illegal immigrants. Currently over 11 million illegal immigrants reside in the United States of America, and â€Å"labor-force participation for illegal immigrant men is the highest of any group at 94 percent. † (Jacoby p. 53) This easily underlines the importance of these illegal immigrants in small and big businesses, and thus their crucial role in the American economy. Yet instead of focusing on integrating foreign legal and illegal workers who, as quoted above, are working in various fields such as hospitality services or agricultural sectors, the immigration policy has made it its priority to find ways to punish businesses and immigrants by organizing military like raids. These raids not only destabilize and lead businesses to considerable losses, but they also further aid the branding of illegal immigrants as second-class citizens by leaving them at the mercy of employers who threaten to ruin the dreams of the workers, by cutting the latter’s wages. The fear of many citizens that immigrants are â€Å"taking jobs that Americans could take† (Judis p. 2) has put a dent in economic integration, only this belief doesn’t appear to be true according to Borjas who writes â€Å"Economists have found it surprisingly difficult to document that immigration does, in fact, lower the wage of competing workers† (p1). The need for labor is a phenomenon that will regulate itself and a reform of the American immigration policy should mainly focus on integrating the 11 million immigrants that are currently here into the economy so that the US reaps the maximum benefits. By legalizing the workers already in place, the US can significantly increase the tax money it receives from such workers. Solving this issue goes hand to hand with providing immigrants with a better economic status in the community. They will not be seen as criminals who leech on the American economy but rather as workers who are the foundations of significant economic sectors. When this happens two studied theories are likely to occur in succession. A better economic status of immigrant parents has â€Å"by far the largest impact on high school completion† of their kids (Lutz p. 334), and when a section of an immigrant population has a higher level of education another phenomenon, assimilation, is accelerated. â€Å" However long a tree trunk might stay in the water it will never become a crocodile. † writes Pie Tshibanda, a famous French artist who immigrated from Congo. Both native-born Americans and immigrants currently echo the words of Tshibanda. Many in the American society fear and strongly believe that their culture is in danger of extinction because of an immigrant population that is largely Mexican and refuses to assimilate. Some â€Å"patriotic† citizens under the Minuteman Project (Judis p. 1) have even grabbed weapons and started patrolling the Southern border. Yet this is fear is not something that is solely relative to the current immigrant influx. The current fear of â€Å"Mexicanization† was preceded by other large population migration such as the one that brought Irish Catholics to America. Many Protestants then feared that their values and morals would be challenged, yet in less than two centuries both and even more religions coexist in a nation that is known for its acceptance. This fear of culture and heritage loss goes both ways. Immigrants also fear that their sons and daughters risk losing their culture and because of this some remain skeptical to assimilation. The importance of social and cultural integration as a challenge to immigration-policy reform surpasses that of economic integration. A skewed view that is held by many, that immigrants are here just to work, should be re-examined. It is true that a majority of immigrants arrive to the US for economical reasons. What follows though is an appreciation of the other opportunities America holds for its citizens. Immigrants are exposed to better educational and political systems and much more. The fear of losing the economic benefits coupled with a parent’s fixation to provide only the best for its offspring leads many to remain in the US. These are the same beliefs that constitute American values. In working toward integration it is logical that social services such as hospitals and schools should remain available to all immigrants and it should be known that denying anyone â€Å"public benefits† even â€Å"to people who can’t prove their citizenship† (Judis p. 1) is unconstitutional. Integration is a matter of reciprocity. Language is currently the main issue of integration. It is beneficial for both parties that English become the official language of the United States, and if it is to be the case, the government should provide learning centers where it deems them necessary. This does not mean that multilingualism among immigrants and natives should not be encouraged, as studies have shown that the academic success rate is positively linked positively to a student’s proficiency in a second language (Lutz). Which would in turn accelerate cultural assimilation. The situation of the 11 million illegal immigrants is also an issue that needs to be addressed. If there is to be any kind of integration it is necessary to aboard the question of legality. Many of these are parents of citizens and integrating their descendants into the American society requires that the first generation be integrated as well. This might mean creating a legal route that would allow them to become citizens over a period of time and â€Å"they will have to wait in line behind those who played by the rules and followed the law† (Bush address) or simply providing them with permanent/temporary residency; those who have remained in the country for fear of not being able to come back will eventually travel across borders, minimizing the unnecessary amount of ex-illegal immigrants that remain in the country, since as Jacoby put it â€Å"better to be unemployed at home [elsewhere] than in New York or Chicago. (p. 53). It would be interesting to see the correlation between legalizing illegal immigrants and their desire to assimilate but it would not be irresponsible to assume that such a decision would raise a feeling of belonging among the latter. The biggest challenge for American immigration-policy is indeed integration. This does not mean that other factors such as legality or labor needs etc. do not pos e a challenge, in fact integration is comprised of these factors. Effective integration will be a result of proper reform in legality and border control among others. Some practical recommendations for a successful integration would include the legalization of current illegal immigrants residing in the country. This would not only help these immigrants abandon their status as second-class citizens but it would also encourage many to embrace the mosaic of cultures that is the US. Another problem with the current policy of integration is that it s â€Å"skeletal, ad hoc, and under-funded† (Abraham and Hamilton p. ). The government should take integration seriously. English learning centers, job search centers, hiring stations, multicultural schools and other socioeconomic oriented programs will not come at a small cost. America is a nation built around cultures. Immigration should not bring forth questions as to the dangers posed by immigrants but rather the integration and the contributions such a group would bring to the land of opportunitie s.