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Sunday

Non-Mexicans arrested at U.S. border nearly doubled


Non-Mexicans arrested at U.S. border nearly doubled

WASHINGTON, DC - The number of people from countries other than Mexico arrested trying to cross the U.S. southern border has almost doubled this year, the head of the U.S. border patrol told the U.S. Congress on Tuesday. David Aguilar told the House of Representatives appropriations subcommittee on homeland security the United States was continuing to experience a rising influx of what he termed OTMs -- other than Mexicans -- trying to enter the country illegally. "Apprehensions are running at a rate of 175 percent for fiscal year 2005 over FY 2004's record number of OTM apprehensions on the southwest border," Aguilar said. In all, the border patrol has detained 919,000 illegal immigrants so far this year, of whom 119,000 were non-Mexicans. The largest single number -- over 12,000 -- came from Brazil.

U.S. officials believe the increase stems from non-Mexican illegal immigrants knowing they will be released even if they are caught crossing the border. Mexicans caught by U.S. border patrols trying to enter the country illegally are usually immediately returned to their native land. Many simply wait a day and then try to sneak into the country again. But Mexico accepts only Mexicans, so any non-Mexicans are checked against government watch lists as a potential security or criminal threat.

If their names do not appear, they are normally released on their own recognizance and told to appear at a deportation hearing often months in the future. Some 85 percent fail to show up for the hearing and are never seen again.

Source: Reuters
Photo: Associated Press

Saturday

US Visa Information

U.S. Visa and Immigration-Related Information


We are delighted that you are interested in studying in the United States, and we hope that you will be able to do so. Here is some information about student and other types of visas that we hope you will find useful as you plan for your academic program.

Most non-U.S. citizens who wish to study in the United States will seek an F-1 (non-immigrant) student visa, but there are other visa types that are sometimes authorized for those who study in the U.S. Here is a short description of the different visa types that involve study:


F-1, or Student Visa. This visa is the most common for those who wish to engage in academic studies in the United States. It is for people who want to study at an accredited U.S. college or university or to study English at a university or intensive English language institute. Learn More


J-1, or Exchange Visitor. This visa is for people who will be participating in an exchange visitor program in the U.S. The "J" visa is for educational and cultural exchange programs. Learn More


M-1, or Student Visa. This visa is for those who will be engaged in non-academic or vocational study or training at an institution in the U.S. Learn More


What is a Visa?


A visa allows a foreign citizen to travel to a U.S. port-of entry and request permission from the U.S. immigration officer to enter the United States. It does not guarantee entry into the U.S. For more information about the definition of a visa, as well as policies and procedures regarding visas, please visit Destination USA.


Applying for a Student or Exchange Visitor Visa


In order to apply for a visa at a U.S. embassy or consulate, you must first have a SEVIS (Student and Exchange Visitor Information System)-generated document (either an I-20 or DS-2019) issued by a U.S. college or university or Department of State-designated sponsor organization. You will be required to submit this form when you apply for a visa. The U.S. academic institution or program sponsor will provide you with the appropriate SEVIS-generated form only when you have been academically admitted to the institution or accepted as a participant in an exchange program. The institution or program sponsor will also send you additional information about applying for the appropriate visa, as well as other guidance about beginning your academic program in the United States. (For more information about SEVIS, see below.)


Once you have all the documentation that is required, you may apply for the visa, even if you do not intend to begin your program of study for several months. It is best to apply early for the visa to make sure that there is sufficient time for visa processing.


Finding More Information About the Visa Application Process in Your Country


Most of the procedures and requirements for applying for the various types of student visas, as well as for the Exchange Visitor visa are standardized and are described at the websites behind the “learn more” links provided above. Some procedures vary from country to country, for example, how to pay the visa application processing fee and how to make an appointment for an interview. For details on applying for a Student or Exchange Visitor visa in the country in which you are located, please visit the U.S. Embassy or Consulate nearest you. If you have specific questions about visas that are not answered by the embassy website, please contact the EducationUSA advising center nearest you for individual guidance.


SEVIS


The Student and Exchange Visitor Information System (SEVIS), administered by the Bureau of Immigration and Customs Enforcement (ICE) within the Department of Homeland Security (DHS), is an Internet-based system that maintains data on foreign students and exchange visitors before and during their stay in the United States. For more information about the SEVIS program, visit the ICE website.

In order to enroll students from other nations, U.S. colleges and universities must be approved by the School Certification Branch of the Student and Exchange Visitor Program (SEVP). Most U.S. institutions of higher education have received this approval. If you wish to confirm that the institution that you are interested in attending has been approved to admit international students, please
view the list of approved schools on the ICE website.


Planning Ahead for the Visa Process, Not Just Your Academic Admission

One of the most important things you can do to ensure that you will be able to arrive in time for the start of your educational program in the United States is to plan well in advance, not only for the academic portion of your U.S. program, but also for the visa process. This means you will need to request and receive the appropriate visa-qualifying document (either an I-20 or DS-2019) from the U.S. institution or program sponsor well in advance of your planned departure to the United States. You will also need to make an appointment for your visa interview. Please
consult the U.S. Embassy or Consulate nearest you to find out how long it may take to get an appointment.


Applying for a Visa – Key Points to Keep in Mind

Among the things you’ll need to do is pay the
SEVIS fee (information about paying the fee -– and confirming that your payment has been received -- is available at http://www.ice.gov/graphics/sevis/i901/index.htm), pay the visa processing fee (the procedure will differ from one U.S. Embassy/Consulate to another, so visit the website of the U.S. Embassy in the country where you are located), and make an appointment for the visa interview (again, procedures will differ, so visit the website of the U.S. Embassy). You should also make sure you have all the documentation you will need when you go for the interview, including the visa-qualifying document (I-20 or DS-2019), financial support documents, proof of payment of the SEVIS and visa fees, and a completed visa application form. Ensure that you complete the visa application correctly by following the Department of State website procedures carefully.


EducationUSA Advising Center Workshops about Visas

Some EducationUSA advising centers offer workshops about the visa application process. If the advising center in your country offers such a workshop, you should sign up to attend. It is important to know all you can about this extremely important element of your proposed study in the United States. EducationUSA advisers communicate frequently with U.S. consular officers and will be able to help you prepare for the visa application process and the visa interview.


Key Information about Visas and Entering the United States

There are two additional bits of information that are useful to know. The first is that the U.S. Embassy/Consulate cannot issue a visa more than 90 days before the actual start of the program in the United States. However, visa applicants are encouraged to apply for their visa as soon as they are prepared to do so. Thus, if the college or university to which you have been admitted states on the I-20 or DS-2019 that the program will start on September 1, a visa cannot be issued before June 1. Second, even if you have been issued a visa to enter the United States, you will not be allowed to enter the country more than 30 days before the start of your program, if you are an initial entry student. Returning students do not have this requirement. Using the earlier example, if the program of study starts on September 1, you will not be permitted to enter the United States until August 1 or later.


Arriving & Studying in the U.S. - Immigration Related information

U.S. immigration law governs the entry of all visitors to the United States, including students and exchange visitors. It details what they are authorized to do during their stay in the country. The Department of Homeland Security (DHS) is the agency responsible for ensuring that these visitors comply with U.S. law and regulations. When you arrive in the United States, you, too, will come under the authority of the Department of Homeland Security, and one of the three units within DHS responsible for non-U.S. citizens: the Bureau of Customs and Border Protection; the Bureau of Immigration and Customs Enforcement; and the U.S. Citizenship and Immigration Services Bureau.

On your plane to the U.S. or when you arrive in the U.S., you will receive a Form I-94 (Arrival-Departure Record). Please safeguard this form; it contains the official record of your stay in the United States. For more information about arriving in the U.S., see,
"Arriving at a U.S. Port of Entry --- What a Student can Expect," or, "Arriving at a U.S. Port of Entry --- What an Exchange Visitor can Expect," on the U.S. Customs and Border Protection (CBP) website.

To obtain answers to questions you may have regarding your stay in the United States (for example, travel outside the United States, employment, and much more) visit the
U.S. Citizenship and Immigration Services (USCIS) website. After you arrive in the U.S., you may wish to direct your questions to the office at your educational institution that is responsible for services to international students. This office should be able to provide you with the answer(s) you need or refer you to a person or office that can.


What to Do When You Arrive at the College or University in the U.S.

Once you arrive on campus, you should report immediately to the office that is responsible for assisting international students and scholars. It may be called the Office of International Services, the Office of International Education, the International Programs Office, or some other similar name. Whatever the name, however, that office can help you with any questions or concerns you may have about immigration rules and regulations. Moreover, that office must report your arrival within the SEVIS system. If this report is not submitted, you may be considered to be in violation of your status in the United States, so be sure to make the international student office one of your first stops on campus.


We hope that this information has been helpful to you, and we wish you good luck as you prepare your plan to study in the United States.


U.S. Visa Information http://educationusa.state.gov/usvisa.htm

Students Say High Schools Let Them Down

Students Say High Schools Let Them Down
By MICHAEL JANOFSKYA
A large majority of high school students say they would work harder if courses were more demanding or interesting, according to an online nationwide survey of teenagers.



Students Say High Schools Let Them Down
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By MICHAEL JANOFSKY
New York Times
Published: July 16, 2005
DES MOINES, July 15 - A large majority of high school students say their class work is not very difficult, and almost two-thirds say they would work harder if courses were more demanding or interesting, according to an online nationwide survey of teenagers conducted by the National Governors Association.


The survey, being released on Saturday by the association, also found that fewer than two-thirds believe that their school had done a good job challenging them academically or preparing them for college. About the same number of students said their senior year would be more meaningful if they could take courses related to the jobs they wanted or if some of their courses could be counted toward college credit.

Taken together, the electronic responses of 10,378 teenagers painted a somber picture of how students rate the effectiveness of their schools in preparing them for the future.

The survey also appears to reinforce findings of federal test results released on Thursday that showed that high school seniors made almost no progress in reading and math in the first years of the decade. During that time, elementary school students made significant gains.

"I might have expected kids to say, 'Don't give us more work; high school is tough enough,' " said Gov. Mark Warner of Virginia, a Democrat and chairman of the governors association, which opens a three-day summer meeting here on Saturday.

"Instead," Mr. Warner said, "what we got are high school students actually willing to be stretched more. I didn't think we'd get much of that."

The governors' survey was conducted as part of the association's effort to examine public high schools and devise strategies for improving them. Mr. Warner has made high school reform his priority as chairman of the association. His term ends on Monday, when Gov. Mike Huckabee of Arkansas, a Republican, is scheduled to succeed him.

While a vast majority of respondents in the survey, 89 percent, said they intended to graduate, fewer than two-thirds of those said they felt their schools did an "excellent" or "good" job teaching them how to think critically and analyze problems.

Even among the remaining 11 percent, a group of 1,122 that includes teenagers who say they dropped out of high school or are considering dropping out, only about one in nine cited "school work too hard" as a reason for not remaining through graduation. The greatest percentage of those who are leaving, 36 percent, said they were "not learning anything," while 24 percent said, "I hate my school."

Experts in education policy said the survey results were consistent with other studies that have shown gaps between what students learn in high school and what they need for the years beyond.

"A lot of business people and politicians have been saying that the high schools are not meeting the needs of kids," said Barbara Kapinus, a senior policy analyst for the National Education Association. "It's interesting that kids are saying it, too."

Marc Tucker, president of the National Council on Economic Education, an organization that helps states and school districts create programs that are more tailored to contemporary student needs, said he did not believe that American high schools could adequately prepare students without a fundamental change in how they operated.

Mr. Tucker said American schools had been too slow to adapt high school curriculums to the real-life demands of college and the workplace. Except for that small fraction of highly motivated students with an eye toward prestigious private colleges and state universities, many more students, he said, are under the impression that just having a diploma qualifies them for the rigors of college and the workplace.

Sunday

Language across frontiers

English, a mongrel language itself, has spread its genes worldwide. But does this mean that other languages are doomed?
The English invasion
WHO are i leader no global? Bosses who say no to everything? Not even that concession to its own syntax does the Italian language make: no, they head the anti-globalisation movement. And that's in the Corriere della Sera, a Milan newspaper of much solemnity. Such is the ruthless onset of the English language. It is an utter mongrel itself, born of Latin, Greek, German, French and more, plus sundry ex-imperial spatterings. But just take a shufti or a dekko—a look, as British soldiers learned in Egypt and India respectively—at the way the mongrel is biting back.

Witness the Corriere's report of one anti smog day, when only odd-numbered cars could move on parts of the historic Via Emilia. But if you dared to risk the raid along it (a word imported via France, as in le raid Paris-Dakar), no need to dribblare like a footballer to avoid the checkpoints—lo stop was pretty random. Not for lack of performance: small towns were excused. Even so, imagine the chaos if a smash had put the—open-to-all—freeway paralleling the historic road in tilt (roughly, a seizure, as in pre-electronic arcade games).

The same issue reported a Cartier opening where the star was greeted by i clacson of cars, i flash of photographers and the applause of i fan. Plus a Dior show—and fashion at least is French, surely? It is not. Hard models, a bit drag queen, but the cut was soft. Then to a rival show, where i top, trench-bustier, body and short were a trifle porno shop. And finally to a super cocktail.

The language of Dante is not alone. On one page in November the Amsterdam De Telegraaf used spam, junkmail, mailbox, software, filters and downloaden; recorded that a rockdiva had a baby, a nieuw album (“Graduated Fool”) and a single destined to become een grote hit; and reported police surveillanceteams watching errant cars—a stationwagon, maybe—with a videocamera (but no radar, since some motorists use a radardetector). Since the 1860s, not just 1945, Japanese has adopted and adapted countless English words. German perhaps outdoes all in its readiness to be invaded: over 30 years ago, a dictionary could list 3,000 recent arrivals from abroad.

And France, whose officials are so keen to protect its tongue from “Anglo-Saxon” pollution, and whose citizens, at least the young ones, barely give a damn? Oddly, both groups may be right. French was never in fact the staid language of Racine or the Académie française. From the days of Villon, some of whose poems, in 15th-century slang, are now a conundrum even to scholars, it has constantly reinvented itself. Like English, it has also absorbed foreign words: the French stay in Algeria left it slang like bled, a village, or toubib, a doctor. Nor has it merely taken in English words but—just as English did in past centuries with French—has transformed their meaning, indeed has invented English-sounding words that English never knew: shakehand (although, curiously, Melanesian pidgin English has sekan, an agreement), talkie-walkie, recordman, rugbyman and other such (though the tram-driving wattman is from Belgium, dressman is a Danish male model and poleman, the one in pole position, seems to have been born in India).

The -ing words of English, for some reason, are especially favoured for adoption. Among the oldest (three centuries or so) clearly English words attested in French are pudding (though it may itself come from the French boudin), redingote, riding-coat and (though this was never naturalised) boulingrin, a bowling green. Many more -ings have recently arrived, nearly all as nouns. Le shopping is pure English. Others are close to the English verb: un lifting, a face-lift, or le pushing, which (in Quebec) is influence or pull. But some are at one remove: un dancing, parking or camping are places where you do those things. And un lashing is further off still—not flagellation but what beauticians do to your eyelashes.

The –ing family has not moved only into French. A smoking, a dinner jacket, is so over most of Europe, Sweden and Russia included. A living is a living-room in French and Spanish; French has listing, Spanish listin, for, simply, a list.

But meanings can vary. In French, pressing is a dry-cleaner's shop; in German, tackling, as at football; in Italian, putting pressure. Footing can mean a long trek in French, but also a stroll (which in Italian can be trekking); or, in French, Italian, Spanish and Portuguese, it can also mean jogging, though it has now largely given way to jogging itself (which in Belgian French can mean a tracksuit, which in turn, in both French and Hebrew, can be a training). And at one time in Brazilian Portuguese, footing could be the evening walk round the town square, where the young men and women eyed each other up.

So maybe French need not really fear the Anglo-Saxon -ings. But what of newer arrivals like lister, to list, crasher, to crash—as of (but by now not only of) the office systems? Or badger, to use an electronic identity badge? Or the bar that demands looké clothing of its customers? Humph.

Nor, since the 18th century, has French really hit back. The arrival of British media at the European Union has exported a few French idioms to English—“reticent” for “reluctant”, “in the margins of the meeting” or “running into the sand”—but these are new uses, or abuses, of existing English words. L'informatique, a neat umbrella for the whole field of “computing”, “information technology” and the like, did not catch on in its English form, “informatics”. One of the few true new exports is the change on the fascia of the place where Britons now buy foreign currency, but even that is unknown to ordinary text or speech.

Perhaps French should have done as Spanish and Portuguese have, ruthlessly adapting English words to their own orthography. You might guess a listin, even a mitin, a meeting (and Chileans reverse the process with a walking closet, a cupboard you can walk in to). But would you spot bluyins—blue jeans? The Peruvian guachiman (and his wife, the guachimana) guarding your house, maybe. But the hitchhiker's ride, a raid, perhaps with the driver of a picape? Or the Portuguese queque, a little cake? And what is a Cuban's jonron? A home run at beisbol—two of many sports terms that have gone worldwide: you may suffer a nocaute if you deride the gol scored by the favourite time of some Brazilian football , unless, being a slang-speaking Italian, you deflect trouble at the last moment and are salvato in corner.

In contrast, if French purists want evidence, they can point to the dire results of German complacency: brunchen, clicken, faken, fighten, flippen, jobben (to work part-time), mobben, outen, shoppen and many more. Still, even such horrors are at least inflected German-style. Thus the staff may think they can relaxen, the boss having been gekidnappt, but not so once the management has braingestormt a bit.

And German, like French, has readily reinvented English for its own use. In sport, for example. From tennis's Tie-Break and Match-Point, German only in their capital letters, it was a short step to Longline (the tramlines), Volleystop (a drop shot) and Volleycross (a cross-court volley). German women, like Italian, French or some Latin American ones, can buy a Body (-stocking, or maybe a leotard) while their boyfriends haggle over an Oldtimer, an old car. And then to remake contact with a call on the Handy, the mobile phone.


That universal modern toy is strangely un-universal in its name. “TV” and “video” have conquered most of the world, not so the short and easy “mobile”. To the Dutch too it is a handy; to Indonesians a handphone (for them, a mobil is a car), to Israelis a pelephone, to the French a portable, to Spanish-speakers a celular, to Swedes a yuppienalle, the yuppie's teddy bear. And to Americans it is a cellphone.

Yet technology habitually spreads language. In the past, English imported “cotton” from Arabic, via Spain; “tussore” began as the Hindustani word for a shuttle. Many English seafarers' words are borrowed from Dutch. Likewise in later centuries British or American technology often took its English name abroad.

“Cement” became Shanghai's word for any street paving, asphalt included; a Gulf mechanic fixes your car with ispannerat. The xerox has spread to Spanish, Portuguese and Russian, to go no further; not to France or Germany, but the document may be faxé or gefaxt. These days it is informatics that spreads the words: an Italian may cliccare or sciftare at his keyboard, and, for all the efforts of officials, Frenchmen get their news off le web, and send it via an e-mail as much as by (delightful hybrid) un mel. Turks send a simple mail. And the Japanese—typically of their Procrustean way with foreign words—use a pasucon, a personal computer, for their masu-komi, mass communications. And if the (widely adopted) software goes wrong, get an Israeli ledabeg, to debug it.

Xerox typifies a wide range of proper names which (as often in English) have become generic. A voksal, as in Vauxhall, a district of London, is a Russian station. Via Indian English, a stepney, a spare wheel, so named after the firm that supplied them, joined Indian vernaculars—and, disguised as an estepe, the Portuguese of Brazil. Brazil also got a hollerite for a pay-cheque, and a bonde for the old trams of Rio, from the British firm that built them. Its citizens, when jogging, are doing cooper, from an American doctor who recommended it; or they may drive a jipe (as do many others, in various spellings), while the native Portuguese lounge in a maples, an armchair, as sold in that London furniture shop.

To Koreans a stapler is a hochikisu, a trenchcoat a babari. To Filipinos (whose Tagalog gave us “the boondocks”), toothpaste is colgate and any video-recorder a betamax. A Pole's bicycle is his rover, a former British maker; for like reasons, the chainguard of a French or Italian motorbike is a carter. A French electrician binds bare wires with chatterton, though he will scotcher a parcel, while Spanish-speakers use cinta escoch, though that tape in Brazil is durex (which in turn in Mexico is socks, in Ecuador a cooking stove). And the vast migrant jargon of management-speak and finance has produced one local and short-lived jewel: at the Bank for International Settlements in Basel, 1990s French-speaking regulators learned to cooker a bank's assets—not fudge them, but weight them according to rules set out by a committee chaired by a certain Peter Cooke.


There are many more oddities. Why did the land of Odysseus need to transcribe “ferryboat” into Greek script? Was it rowing that gave Czech its common greeting, ahoj? Why did Hungarian pick on farmer for jeans? Why did Finnish slang, adopting skidi for a child and biisi for a piece of music, reshape the English originals with sounds—the initial sk- and the b—that are unknown to Finland's native tongue? Did Russian really have to hire a killer to murder one's business rivals? Perhaps some polymath can tell us. And there is a serious side to all these curiosities. Is it true, as many believe and fear, that adopting English vocabulary is death to other languages? It didn't kill English.

From The Economist print edition


Veja o mundo antes de mudá-lo!
Viajar para outro país com a finalidade de aprender outro idioma ou para freqüentar algum curso está se tornando cada vez mais popular na sociedade global em que vivemos. Os benefícios são inúmeros, desde melhores oportunidades de trabalho até um melhor entendimento do mundo que nos cerca.
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