Employment-At-Will Doctrine Essay Example | Topics and Well Written Essays - 1500 words - 1

Employment-At-Will Doctrine - Essay Example For instance, an employer is not allowed to take any negative employment action against any worker because of disability, gender, national origin, age, or any legal protected activity or characteristics. The protected activities include jury service, refusing to carry out an illegal action, reporting violation laws, filing the compensation claim of workers, and filing a discrimination complaint on the basis of sex, color, race, disability, or national origin. Since upset workers tend to sue a company on the above named grounds, it is advised that a company maintain the records of the performance of an employee (BALLAM, 2000). The records helps in giving evidence of disciplinary actions that are not linked to the protected activity. The status of an employee-at-will may be changed by an implied or written contract, local law, or a state. Assuming an employee and employer enters into a written agreement; any termination must be carried pursuant to the contract terms and conditions. A discharged employee who claims the partied have contractually agree to the rights of the employers to terminate has the liability to prove the written representation on that note (New York joins the states overturning the employment-at-will doctrine: Employee handbooks are the key, 1983). After the parties agree to the terms of service, the workers can never be discharged unless with a reason. Generally, the oral assurance that a worker will not be dismissed without a good reason does not amend the status of an employee at will. There are various limited exceptions to the doctrine of employment at will. Under this rule, the law does not apply if the relationship of employment is governed by an agreement with a given employment term. Additionally, the employment at will doctrine shall not apply is the agreement and contract offers that a worker cannot be dismissed unless the employer has a good cause. The exception provision is common and in the entire collective bargaining

Chronic Disease Risk Assessment Essay Example for Free

Chronic Disease Risk Assessment Essay When I did the assessment for chronic diseases I chose to do one for Diabetes because I am considered obese with a BMI of 39. 9 so with this certain risk factor of obesity I run the risk of developing diabetes, the assessment states â€Å"Compared to a typical woman my age, my risk of developing diabetes is above average† that is very scary because I know that diabetes can be dangerous and cause many other health problems, also it runs in my family, my father developed diabetes because of his weight, and now he does not have any working kidneys and has to do dialysis 4 days a week and requires a transplant, so my chances are high up there. There are a number of different types of diabetes, you have; Type 2, Type 1, Gestational diabetes, Pre-diabetes, lada, mody, Diabetes Insipidus, out of all these types there are some types of diabetes more prevalent than others, the most common type is Type Two, and this type can causes damage to both large and small arteries. This artery damage can result in medical problems, both common and serious; Heart attack, stroke, amputations, kidney failure, and blindness. Type Two can also cause damage to your nerves, you have a percentage of 60% to 70% of diabetics that develop diabetic nerve damage, with that you can result in the following health problems; Peripheral neuropathy, stomach and bowel problems, dizziness when standing, sexual-function problems, and localized nerve failures. With all of these health problems and potential complications you can significantly shorten the life of a person with type 2 diabetes. They all have the ability to diminish the quality of life. You can avoid these problems and even prevent them through diet and exercise, use of medication, and careful control of your blood sugar levels. With diabetes the best way of avoiding the risk of developing it is to avoid it altogether, you can make sure you talk with your doctor about your risk of getting diabetes and how to avoid it, start screening for early detection, these screening test will help to find diabetes when it is most likely to be treatable. With the screening test it will uncover the pre-diabetic state before your blood sugar rises. If you are considered over weight you should talk with your doctor about doing a screening test so that you catch it on time and are able to take care of it before it may cause any major problems. You can change your life style by getting more exercise and keeping more hysically fit, change your diet by replacing any unhealthy foods with more organic and nutritional foods, with the right amount of proper food and exercise you can take your own personal stand against diabetes, if you take the necessary steps to lose the weight you will lower your chances of developing diabetes, and extend your life expectancy, and you will not have to worry about developing any other health problems that diabetes may cause, diabetes is like a domino effect, once you have diabetes you can develop other health problems and all of them will have a negative effect on your life, making sure you lead a positive, an d healthy life style will lower your chances of developing diabetes or any other chronic disease that may reduce your longevity of life.

Physics of Rock Climbing :: physics sport sports rock climbing

Anchor systems are vital for a climber and whether or not an anchor is secure can mean the difference between life or death for the climber. Good anchors are not difficult to set up and all they require is a little experience in setting up and some common sense. We will anaylze the forces generated in two different types of anchor systems. Another factor in the forces generated in an anchor system that can be applied to both systems is that of the angles involved in the system. The greater the angle at the bottom of the anchor system, where the rope attaches to the anchor, the greater the force that is exerted on each anchor point. The table below reflects this. The American Tringle is an anchor made in the shape of a triangle. The force on either anchor point is equal to where F is the force exerted on the lowest carabiner in the system. With an angle of 60 degrees this force is equal to the force exerted on the system. Any smaller angle will mean a greater force on the anchor points. This anchor will effectively double the forces present in the anchor system compaired to the Equalized V anchor, making it quite a bit more dangerous. The Equalized V is an anchor in the shape of a V. The force it exerts on each anchor point is , where F is the force exerted on the system. At 60 degrees it exerts a force of F/2 on each anchor, so it is much better than the American Triangle. This is a fall. If you climb it will happen to you. Sometimes in hurts. The rest of the time it really hurts. This is especially applicable in lead climbing where you place protection or clip into bolts as you climb. In lead climbing you can easily take falls of more than 10 meters. 'Static' climbing ropes are not really static, but actually just low elongation. Suppose, climbing with static rope, a 60 kg climber was to fall from thirty meters, with his last piece of protection 5 meters below you. He would then fall 10 meters. Assuming that his rope stopped him in 1/10 of a second, the stopping force he would feel would be equal to 8.4 kN, and the force on the anchor would be twice that, 16.8 kN. While most carabiners are rated up to 20+ kN, most ropes can withstand significantly less, usually about 9 kN.

Critical Review for a Research Article Based

INTRODUCTION English language is the main international English. It is also said that English is the language of progress and development. In this age of internet and globalization, the use of English has increase tremendously. Most of the non-speaking English countries take great importance in English education. China and Malaysia being one of them. Ministry of Education (MOE) in Malaysia has been trying for years to improve the standard of English language especially in communication and writing by implementing efforts such as research on methods that could be applicable in Malaysian schools.English language has been accorded for second language in Malaysia as stated on Article 152 and been given due attention for years. Teaching English can be declared as challenge in Malaysia because the subject has always been argued, doubted, changed for many times that the issues has never been completely resolved. Meanwhile, MOE keep trying to improvise the teaching and learning process in sc hools from early education to the highest level by employing suitable means and aids such as bringing in modern teaching methods from Western countries.Communicative teaching methods and grammar-translation has been discussed, implemented on English language teaching in China based on the article by Jin, Singh, and Li (2005). This paper will provide the critical review of it, and the relevance of the methods in Malaysian Schools. 2. 0 COMPARISON BETWEEN COMMUNICATIVE LANGUAGE TEACHING AND GRAMMAR-TRANSLATION Based on the article by Jin, Singh and Li (2005) the CLT and Grammar-Translation method might not be applicable to all teaching situation.While the final result of the study was in favour of CLT methods, the gaps between the results on test paper for two groups are low. Futhermore, the research done by Rao (2002) concluded that students claim that using Grammar-translation method will be more suitable for class session in China. Since teaching is deeply rooted in the local philo sophy, culture, and basic concepts of education, the students’ learning styles and habits in language acquisition must be considered. Although the grammar-translation method is out of favor, students accustomed to this method may still derive benefit from it. Feature Article  Country School  Allen CurnowFor example, Chinese students generally show great interest in language structures and linguistic details when they are learning a language. â€Å"We would like to know what happens, because if we understand the system, we can use English more effectively† (Harvey 1985). Therefore, in teaching English to Chinese students, appropriate grammar analysis is essential, especially for beginners. Limited utilization of translation from or to the target language is an indispensable part of teaching. Vocabulary work and pattern drills are also ways of familiarizing the student with sentence structures.This information helps learners acquire linguistic competence. The main features of GT are: 1. It is teacher centred and does not cater for the learner’s individual needs 2. The emphasis is on grammar learning through verb drills, the translation of written texts and the memorization of wordlists 3. The focus is on the product rather than the process of learning; 4. Language is viewed as a body of knowledge rather than an instrument for communicating and functioning effectively in the real world 5.Linguistic practice is confined to the memorization of words and rules 6. Instruction aims at the mastery of the written medium rather than oral communication 7. Accuracy rules over fluency 8. Correction is all-out and punitive 9. The L2-model adopted is elitist and so is the educational philosophy 10. Feedback on learner performance is not likely to be helpful as it is solely accuracy-based But instead of teaching grammar traditionally and drilling grammar patterns, teachers need to relate teaching grammar and pattern drills to meaning and use.In other words, language structure practice should be used in contexts that involve some basic principles of appropriateness. This is the exact area that the traditional ESL teaching has long overlooked—teaching English for a communicative purpose. Thus, English teaching should be partly communicatively oriented, so students can acquaint themselves with appropriate language usage. the main pedagogical principles advocated by CLT are: 1. It is pupil-centred rather than teacher-centred 2 The emphasis is on communication and effective interactional skills 3.The focus is on the process rather than the product of learning; 4. Language is viewed as a skill to learn rather than a body of language  to pass on to the pupil 5. Linguistic practice occurs through communicative activities 6. Instruction aims at the mastery of all of the four core language skills 7. Fluency rules over accuracy 8. Correction is selective and non-judgmental 9. The L2-model adopted is flexible and can deviate from the L2-standard Form 3. 0 RELEVANCE TO MALAYSIAN SCHOOLS. In Malaysia, the teaching of English language starts early, as early as in kindergarten between the ages of 4 to 5.Students were exposed to many kinds of teaching methods from the traditional approach such as gra mmar-translation and towards more modern one like CLT. It is common for teachers to support the one that is more effective and theoretically sound basis for teaching. After independence, the changes was made for education in Malaysia where instead of using English language in school, the medium of teaching and learning process changes to Malay. Thus, affecting the teaching methods in Malaysia where teachers will provide materials and lecturers to students and teacher-centred classroom were practiced.Malaysia introduced the communicative syllabus in 1970. Back then, the study of grammar was considered not ‘fashionable’ and out of date. Students were not taught how to build correct sentences in English. Too much emphasis was placed on spoken English. Role-play and how to respond to given situations took centre stage. CLT method is one of the famous methods used by teachers and claimed to be more effective rather than GT. Krashen and other SLA theorist stress that language learning comes about through learning language communication rather than through practicing.Johnson (1984) and Littlewood (1984) consider that the acquisition of communication competence in a language is an example of skill development. On the other hand, the draw backs from this method are the need of an authentic materials and interaction between learners with them using only the target language as means of communication. Comparing to schools in urban area, most of the schools in rural area lacks the means of these authentic materials and ready interaction from outside. Malaysian people used Malay, Chinese, and Indian to communicate especially in rural area where English has not been used at all.This in turn will affect the communication grasp of students in rural schools where the proficiency in English are low. Thus, in turn, students will refuse to join in the interaction by being silent and it will hinder the teaching and learning process as they cannot catch up to the class lesson. The students in rural school still depend on teacher translation as their lack of exposition to English language will lower their proficiency. They could not speak the language fluently and need to learn the language structures and understand it from basic and practice by their own.It is different for students enrol in urban area where they were pre-disposed to the languages already. Most of them start to learn English from child where their cultural environment and socio-economy were contrasting from students from rural schools. They might have help with their parents and family and the more modern school system in the city. Technologies were blooming in this area where the students’ proficiency is slightly higher. Because they might be aware of the language and have practice them, communicative approach can be adapted to their teaching and learning process.But even so, teachers claimed that practising CLT method in class will take too much time and works as it requi re complete involvement from all students because of its learner-centred style. Because of this, the lack of practice will somehow affect the learning of the grammar structure and glaring mistakes from students for writing will form as CLT method is divulging more into developing students’ communicative approach. Yes, their speaking skill will be better as will their listening skill but that will not promise them 100% correctness in spelling and grammatical uses.The solutions to this are that both students should try to adapt both methods in learning a second language in Malaysia. The students need to be taught on how to learn not only of the language but to practice the language as frequently as possible. The CLT method can help the students develop an insight into the language and prepare them into an environment where the language are the only one use to communicate. On the other hand, grammar-translation will help the students practice the language on their own where ther e is no exposition of the language around them.Teachers can provide materials for these students to facilitate or encourage them to learn it independently without being too dependent on teacher. CONCLUSION Various efforts, on both national and individual levels, have been poured into the strategies to improve students’ ability or command of English language. There are of course many methods in second language teaching which include the Grammar Translation Approach. This approach was historically used in teaching Greek and Latin and later modern languages.Experienced teachers said that if they did not engage the help of the mother tongue, the lesson would involve a lot more time and resulting in students that were indifferent and psychologically were not there. ESL teaching in Malaysia, with its traditional setting, is markedly different from that in the United States and Great Britain in that it is conducted in different social and cultural contexts. Yet this does not mean th at the communicative approach is not applicable in such a context. By practicing CLT alone, it might be hard for teachers to attract students to participate and thus wasting time in trying to facilitate them.So, as to make this approach work well in here, we must reconcile it with the traditional grammar-translation method that is still popularly used in Malaysia. REFERENCES 1- Lingjie Jin, Michael Singh, Liqun Li; Communicative Language Teaching In China: Misconceptions, Applications And Perceptions. (2005) Australian Association For Research In Education. 2- Nor Hashimah Jalaluddin, Norsimah Mat Awal, Kesumawati Abu Bakar; The Mastery Of English Language Among Lower Secondary School Students In Malaysia: A Linguistic Analysis, European Journal Of Social Sciences – volume 7, number 2, 2008. – Mohd. Faisal Hanapiah (1993); English Language And The Language Of Development: A Malaysian Perspective. Department Of Modern Language, Jurnal Kemanusian. Page 106-120. 4- Rao Zh enhui; Modern Vs. Traditional, Bureau Of Educational And Cultural Affairs, Office Of English Language Programs. Taken on Oct 2012 from http://eca. state. gov. 5- Hyacinth Gaudart; English Language Teaching In Malaysia: A Historical Account, The English Teacher  Vol Xvi December 1987. 6- Kesumawati Abu Bakar, Nor Zakiah Abdul Hamid, Dr. Norsimah Mat Awal, Assoc.Prof. Dr. Nor Hashimah Jalaluddin; First Language Influence On Second Language Performance: A Study Of Common English Grammatical Errors Among Rural Secondary School Students. Taken on oct 2012 from http://repo. uum. edu. my. 7- Prof Puan Sri Dr Rohaty; (June 28, 2009) Teaching English by Using Bahasa Malaysia, Taken On Oct 2012 from http://rohaty-education. blogspot. com. 8- Dr Gianfranco Conti,(2011) Grammar Translation And Communicative Language Teaching Compared, taken on oct 2012 from http://languageteachingbyconti. blogspot. com

Anthem Essay

Anthem Essay No â€Å"I† and no â€Å"you†, just â€Å"we. † How could we live in a world like that? Ayn Rand’s book shows a twisted and different form of collectivism. Everyone is told what they have to do for the rest of their future. Children are not even allowed to know who their parents are and are never given the chance to meet them. Although, only one shines in the society that no one else may see until now. Equality finds it difficult to find individualism in his life and in the rules of his society. Equality eventually finds individualism in escaping, to a haven of his own, from his odd society. Equality can then find peace with himself and can live in a more individualistic life in his newfound house with â€Å"The Golden One† in the forbidden and Uncharted Forest. This forest had been banned because no one had â€Å"known† what was beyond the tree line. Equality had experienced many emotions but the three major ones experienced by Equality are individualism, self-confidence, and trust; these quotes need to be explained. To begin, the first quote states, â€Å"To be free, a man must be free of his brothers† (Rand 101). In this chapter, Equality describes how he feels about his past society. He also now gives himself a new name, Prometheus, after the god who had taken light from the heavens and had brought it to man. He then named, â€Å"The Golden One†, Gaea who was the mother of Earth and of all gods. Equality then explains to us how we must not be tied down by our friends or peers. We should be allowed to make our own choices, even though some peers may not accept this decision, we should be allowed to live independently. Freedom should only be taken away by one’s self, or if someone has committed something so sinister that he or she’s rights and freedoms should to be taken away. Anyone’s freedom should be preserved as should everyone else’s freedom. Equality feels he is the only one with his head on straight now and that he is the only one that can slowly turn this confusing world around. The next quote states, â€Å"It is the mind which thinks, and the judgment of my mind is the only searchlight that can find truth† (Rand 94). This quote is from chapter eleven in which during this chapter Equality describes how he is done with the word â€Å"we† as it is destructive to society, to a certain point. At this point of the story, Equality is describing the aspects of his mind and how it will help him find his new world and where to start his own society over, in a sense. He believes only his mind can find truth because his old friends are still absorbed in the collectivist society that Equality can’t stand anymore. He wants to become a one of a kind in history and to create a name for himself that everyone will remember. He will not only follow in his old societies footprints but will instead follow his anestrous ways of society. Equality also feels that it is necessary to find truth in his life about past life before the collectivism era and society had started. The ancestral ways that had individuality and creativity. The world was colorful with life then. Equality’s life is now so dull and boring. Equality wants to start his own society where he believes that everyone is to be treated equally, hence his name. He doesn’t believe that people should be chosen for what they do for a living and rather let them choose what they would like as a living. Equality realizes he can turn this world around but he needs to trust himself to do that because it will take time. The last quote, from chapter twelve, states, â€Å"And we thought we could trust this being who looked upon us from the stream, and that we had nothing to fear with this being† (Rand 80). Equality is explaining how all humans thought they could trust themselves running that collectivism society that he had so gratefully left. He realizes he had everything to fear from the twisted society that he lived in. Equality had trusted himself enough to completely let go of his old society, to leave everything behind and adopt a new culture. He must have trusted himself immensely to have done this. He also realizes humans are much too smart to govern that society and wonders if they were just too afraid to contradict their government or just did not trust themselves to try and overthrow it. Equality realizes he should be confident in himself. He is a very headstrong person and is not persuaded so easily. That is why he had left his society in the first place. Equality would like to live as an individual where he would not work together for the common good, as a group, but where he alone will work as an individual in his new society that he will soon create. Ayn Rand’s novel puts Equality in a great position to start his new life with his new family. Ayn Rand’s story gives hope to all who want not to be conquered by their government and to have a say in what they believe in. If your government or society doesn’t like what you have to say, then it shows you can also walk right out the door if you don’t like what is happening. When you become a collectivist, you lose your individuality and almost become a slave and or a robot to the government and society. You lose your creativity and lose your ability to function as a citizen. The novel shows individuality in people and that all people don’t think alike even though they may be told to, you cannot stop a person from thinking what they want to. In conclusion, three quotes discussing individualism, self-confidence, and trust were described more widely and in depth.

Ace Your University of Wisconsin Personal Statements

Ace Your University of Wisconsin Personal Statements The University of Wisconsin System has a holistic admissions process that includes at least one personal statement. The flagship campus in Madison requires two essays. Applicants can apply using either the Common Application or the University of Wisconsin Application. This article addresses strategies for responding to the essay prompts.   Personal Statements for the University of Wisconsin-Madison The main campus of the University of Wisconsin in Madison is the most selective of all the UW schools, and it has an application separate from all the other campuses. It also asks for two personal statements. If you apply using the Common Application, you will need to respond to one of the seven essay prompts. This gives you the freedom to write about anything you choose, for not only do the prompts cover a wide range of topics, but option #7 allows you to write on a topic of your choice.   If you use the University of Wisconsin application,  the first essay prompt asks the following: Consider something in your life you think goes unnoticed and write about why its important to you. You have so many options here that you might find the essay prompt daunting. As you figure out what the something in your life is that you should write about, keep in mind the reason why UW-Madison is asking this question. The admissions process is holistic, so the university wants to get to know you as a whole person, not just as a set of empirical data such as grades, class rank, and standardized test scores. Your extracurricular activities and employment history are part of the holistic portrait, but they dont tell the whole story.   Use this prompt to explore something that isnt obvious from the rest of your application. If one of your jobs or extracurricular activities is particularly important to you, you could use this essay to explain why that is so (much like a typical  short answer essay  on the Common Application). Or you could use this essay to present a side of your personality that doesnt appear on your application at all. Perhaps you like rebuilding motorcycles, fishing with your younger sister, or writing poetry. Almost anything thats important to you is fair game here, just make sure you follow through and explain  why  its important to you. If you fail to address the why of the question, youve failed to present the admissions folks a full window into your passions and interests. The second essay prompt is the same whether you use the Common Application or the UW Application. It asks the following: Tell us why you decided to apply to the University of Wisconsin-Madison. In addition, share with us the academic, extracurricular, or research opportunities you would take advantage of as a student. If applicable, provide details of any circumstance that could have had an impact on your academic performance and/or extracurricular involvement. UW-Madison has packed a lot into this essay prompt, and it might be best to view it as three essay prompts, not one. The first- why UW-Madison?- is typical of the supplemental essays for many other colleges. The key here is to be specific. If your answer could be applied to schools other than UW-Madison, then youre being too vague and generic. What  specifically  about UW-Madison appeals to you? What unique features of the university distinguish it from other places youre considering? Similarly, with the question about academic, extracurricular and research opportunities, be sure to do your research. Make sure you know what the university offers so that you know what opportunities you can take advantage of should you be admitted. UW-Madison is trying to make sure applicants are familiar with the university and can imagine themselves being active and engaged members of the campus community. When it comes to explaining circumstances that may have had a negative impact on your grades and extracurricular involvement, keep in mind that this part of the prompt is optional. As the article Should You Explain A Bad Grade? notes, youre not always doing yourself a favor if you make a big deal out of slightly off semester in high school. That said, if you did have a major disruption in your life- a significant injury, a death of a parent or sibling, divorce of your parents, or an ill-timed move to a different school- it can be a good idea to comment on the event if it impacted your academic or extracurricular record in a significant way. The Personal Statement for all Other UW Campuses For all of the other University of Wisconsin campuses, youll be asked to respond to this personal essay prompt: Please tell us about the particular life experiences, talents, commitments and/or interests you will bring to our specific campus that will enrich our community. The question is refreshing in its directness, for, in truth, it is asking what every college admissions essay asks- How will you enrich our community? Colleges want more than students with good grades and high test scores; they also want students who will contribute to campus life in a positive way. Before you write your essay or take part in a college interview, youd be wise to figure out your own answer to the question. What is it that you will contribute? Why will the college be a better place because of your presence? Think about your hobbies, your sense of humor, your quirks, your academic passions... all of the features that make you you. Each of the Common Application essay options  is really getting at this very issue. Whether you are writing about a a challenge youve faced, a problem youve solved, an important accomplishment in your life, or an important dimension of your life experiences, a good essay shows that you bring to campus the type of passion and personality that will enrich the university community. Make Your University of Wisconsin Essay Shine You have lots of breadth in choosing what to write about, but youd be wise to steer clear of bad essay topics that often go astray. Also, dont just focus on what to write, but also how you write it. Pay attention to the style of your essay so that your narrative is tight, engaging, and powerful.   Also be sure to follow the tips on the UW website. One important tip relates to your essay length. While the application allows you to write essays that are up to 650 words, UW recommends essays in the 300-500 word range. While you may be tempted to use the entire available space, youd be wise to heed the universitys recommendation and exceed 500 words.

Leyes que afectan a indocumentados en estado de Utah

Leyes que afectan a indocumentados en estado de Utah Las leyes migratorias que afectan a indocumentados en Utah son importantes porque aplican  a 1 de cada 20 trabajadores. Y es que en este viven ms de 100,000 migrantes en situacià ³n irregular. Su presencia es muy visible en sectores como la agricultura, donde son 1 de cada 5 trabajadores, en el construccià ³n, donde son 1 de cada 7 y en el sector de los servicios donde son 1 de cada 9.   Para estos migrantes es muy  importante conocer sus derechos en el estado de Utah y distinguir entre las leyes que aplican y aquà ©llas que no estn en vigor. 1. Situacià ³n actual de la dura ley HB495 La ley HB497 no aplica por decisià ³n de una Corte. Esta normativa del aà ±o 2011 que requerà ­a que la policà ­a comprobase el estatus migratorio de cualquier persona arrestada por un delito (felony) o por una falta de categorà ­a A, B o C. Asimismo tambià ©n exigà ­a que se verificase el estatus de cualquier persona que se considerase que podà ­a estar ilegalmente en los Estados Unidos.   Sin embargo sà ­ que es de aplicacià ³n el programa Comunidades Seguras, que ha sido reestablecido por orden ejecutiva del presidente Donald Trump. Si bien algunas ciudades en todo Estados Unidos han desafiado esa normativa convirtià ©ndose en lo que se conoce como ciudades santuario, en Utah no hay ninguna en la actualidad con esa calificacià ³n. En otras palabras, todas las ciudades en ese estado cumplen con Comunidades Seguras. 2. Cà ³mo aplica E-verify en Utah E-verify  es un programa para verificar que los trabajadores cumplen los requisitos migratorios para ser empleados. En Utah es  obligatorio su utilizacià ³n para: empleados pà ºblicosempresas privadas  que contratan con los organismos pà ºblicos y tambià ©n para las subcontratistasY todas las empresas privadas con ms de 15 empleados   3.  Programa huà ©sped Ley HB116 para migrantes indocumentados   En el aà ±o 2011 Utah aprobà ³ la Ley HB116 que creaba un programa de trabajador huà ©sped para migrantes indocumentados para permitirles trabajar legalmente dentro del estado, si se cumplà ­an una serie de condiciones: Comenzarà ­a  a aplicarse a partir de 2013, despuà ©s se retrasà ³ su inicio a 2017, pero lo cierto es que nunca ha entrado en vigor ni se cree que llegue a aplicarse.  Se beneficiarà ­an  los indocumentados que pudieran probar que residen y trabajan en Utah en el sector agrà ­cola y tambià ©n sus familiares inmediatos: cà ³nyuges e hijos solteros menores de 21 aà ±os.Se establecà ­a  el pago de una multa de hasta $2,500 por persona para optar al programaSe tendrà ­an menos derechos laborales que los disfrutados por ciudadanos americanos y residentes permanentes legales.Para favorecerse de esta medida, era  requisito imprescindible no tener rà ©cord criminalSe concederà ­an permisos de trabajo por un periodo de dos aà ±os.Crearà ­a un sistema paralelo para recaudar impuestos Pero esta ley nunca entrà ³ en vigor porque necesitaba un permiso del gobierno federal que jams fue concedido. Es muy probable que la propia asamblea legislativa de Utah que en 2011 aprobà ³ la ley vote para derogarla. Lo que sà ­ parece claro es que jams entrar en vigor. Tampoco han tenido aplicacià ³n las leyes HB466 que preveà ­a un acuerdo con el estado mexicano de Nuevo Leà ³n para emitir visas federales de trabajo ni la ley HB469 que permitirà ­a que ciudadanos americanos en el estado de Utah patrocinasen a personas extranjeras sin seguir los procedimientos establecidos en las leyes federales de inmigracià ³n. 5. Licencia de manejar para indocumentados En la actualidad, Utah es uno de los  estados de la Unià ³n Americana que emite licencias de manejar a indocumentados. En este estado se conoce como Driving Privilege Card, pero no puede ser utilizada como I.D. con foto para otros fines. 6. Beneficios para estudiantes universitarios indocumentados   Utah permite a los estudiantes indocumentados acceder a las universidades pà ºblicas de ese estado pagando  matrà ­cula in-state si cumplen una serie de requisitos, entre los que destacan: Haber estudiado por al menos 3 aà ±os en una high school de UtahHaberse graduado de High School o un equivalente, como por ejemplo el GEDHaber llenado una aplicacià ³n para regularizar la situacià ³n migratoria o estar dispuesto a hacerlo tan pronto como se califique para ello.Llenar el formulario HB144 Tuition Waiver Request Adems, en aplicacià ³n de la ley SB253, los estudiantes universitarios indocumentados pueden beneficiarse de becas privadas que son administradas por las universidades pà ºblicas. 7. Beneficios pà ºblicos Los migrantes indocumentados no pueden recibir beneficios pà ºblicos, excepto aquellos que se brindan en situacià ³n extrema, como por ejemplo asistencia mà ©dica en casos de riesgo para la vida o ayuda nutricional a mujeres embarazadas o infantes por aplicacià ³n del programa WIC. 8. Derechos de los migrantes indocumentados Se calcula que en los Estados Unidos pueden residir en la actualidad entre 10 y 11 millones de migrantes en situacià ³n irregular. A pesar de ello, tienen una serie de derechos como por ejemplo:   No permitir a la policà ­a o a la migra la entrada en sus viviendas, a menos que muestren una orden judicial (warrant).No incriminarse y por lo tanto se tiene derecho a no hablar y a no mostrar documentos. En este punto es fundamental no mostrar jams documentos falsos.no firmar ningà ºn documento sin consultar previamente con un abogado. Es importante no firmar una salida voluntaria sin entender bien en quà © consiste y cules son las consecuencias. Para los migrantes indocumentados interesados en conocer ms a fondo sus derechos se recomienda que lean detenidamentela lista preparada en espaà ±ol por el Immigration Legal Resource Center. Este es un artà ­culo informativo. No es asesorà ­a legal.