German and UK Approaches to Immigration

German and UK Approaches to Immigration Over the last number of decades, migration into the EU has become a key phenomenon. According to figures from the OECD, towards the end of the 20th century an estimated figure in the region of 20 million migrants where living in the EU. That accounted for 5.3% of the total population. That figure has grown to 7.3% in 2003. These migrant movements come from various backgrounds. Many factors including political instability, media, and transport services, demographic and economic development have led to greater migration into the EU. The large influx of immigrants to the UK from India and Pakistan in the 1960s resulted in educational and cultural diversity policies to develop. In the 20th century EU countries have not intentionally â€Å"set out to build a multicultural society†. What we mean by a multicultural society is a â€Å"society consisting of many cultural or ethnic groups sharing the same space†. There are many economic and political reasons which lead to both a long term and a short term migration into the EU. Countries that saw a huge influx of migrants from neighbouring countries faced â€Å"similar challenges with regard to integration†. There was no one system by which these countries set out a list of policies to accommodate these migrants, but each â€Å"developed a different approach†. In this paper I will discuss the difference between two major countries when it comes to dealing with immigrants. These two countries/states are Germany and the United Kingdom. Each country will have its point of view when it comes to: education systems for both, children and adult migrants, employment systems, how they accommodated their religious beliefs. I have decided to not to generalise the EU as a whole, but chose countries that I feel have had different approach to immigrants. All countries adhere to basic democratic values and human rights; they are also submitted to the same European Courts of Justice. By their very logic these values and rights cannot be restricted to citizens, but must generally be granted to non-citizens. The migrants have the same rights as the autochthonous, except political rights in the narrow sense. They are entitled to the same civil, economic and social rights. This was seen in the 1955 Treaty between Germany and Italy which gave the Italian workers the same conditions of pay, health insurance, unemployment and pension benefits.†Ã¢â‚¬  Germany never defined itself as a country of immigration. This ambiguous stance has been reflected in its approach towards the integration of immigrants.† The main migrant groups in Germany are â€Å"Guestworkers† who entered Germany between 1950 and 9175. Their immigration was considered temporary and there was â€Å"no need for integration†. The second group were â₠¬Å"Ethnic Germans from eastern Europe†. These immigrants are of German origin. Immigrants who had â€Å"German ancestors. Education A study carried out by the Economic Cooperation and Development in Germany on the 15th of May 2006 show that German schools have failed when it comes to â€Å"educating immigrant children†. The study compared the native German students to those what we consider â€Å"first-generation immigrants† between 18 countries, one of which is Germany. The results were quite unsettling as the OECD showed that, students born outside of Germany â€Å"perform well below the average first-generation immigrants† in the list of countries surveyed. This was not the first time that Germany’s education system was criticised. In 2000, Program for International student Assessment (PISA) carried out a survey in which Germany was placed in the â€Å"bottom third of industrialised nations surveyed†. The next day the results were made public. Annette Schavan, the minister of Education requested â€Å"for money to be spent on schools†. Annette quoted saying â€Å"we a lso need a new funding concept†. Policies were taken to ensure the development of better education system for first and second generation children in Germany. In July 12th 2007, Chancellor Angela Merkel revealed the National Integration Plan. â€Å"This plan will provide local and state officials with a federal framework for conducting immigrant integration programs†. The NIP highlighted better â€Å"educational opportunities† for first and second generation youth. It ensured that more immigrants â€Å"enter the upper educational tracks†. In contrast, the UK has shown surprisingly very different results. Surveys also carried out by the OECD showed that first and second generation immigrant students have â€Å"on average higher levels of education† when compared to native students. However, these â€Å"educational advantages† have not resulted in successful employment for these immigrants. In fact, the gap in terms of employment for both groups is â€Å"quite dramatic† despite the fact that the same system of education is provided for both immigrants and â€Å"white natives†. When it comes to education in the UK, they have noticed that minority â€Å"children do in fact acquire a good knowledge of the English language from their peers outside school as well as from listening to their teachers†. Despite that the education system was altered slightly, whether it’s taking a decision to hold a child a year back in order to improve his English, so as to be prepared for 2nd level edu cation or the addition of extra English classes. In Ireland, a similar method was used. Employment As mentioned in the introduction, the majority of immigrants in the UK in the 1960s were from India and Pakistan. Study carried out by the LFS which compares â€Å"British born ethnic minorities and white natives† showed that the majority of immigrants were able to attain jobs. This was great news but there was one problem which the UK faced and that was: the difference between male and female minorities being employed is quite big. Figures show that more female women are being employed then to that of males. The UK had to take action in order to resolve the issue. The LFS found out that the main reason for this was that most immigrants have â€Å"remarkably strong educational backgrounds†. Figures also show that employment â€Å"probabilities of Pakistanis† male was as low as 23%. The labour market in the UK was described as a â€Å"bleak picture†. The chances of male workers attaining jobs are very low. To resolve the issue, new English language schools was set up by the government to balance these figures. In 2001, the LFS showed that such action was very successful as the ratio of male to female was balanced. In recent years the labour market in Germany for the integration of immigrants was quite similar to that of the natives. But Germany faced the opposite problem to that of the UK. Female immigrants had very low employment rates. The Turkish female immigrants, â€Å"stand out as having particularly low rates of well below 40%. Germany faced â€Å"economic stagnation† in the early 1990s. There was large decrease in immigrant employment when compared to nationals. Figures show that in 1990 there was a 10% decline in immigrant employment as opposed to 3% decline in natives being unemployed. Unlike the UK, the increase in unemployment for immigrants was not because of education but because of economic crisis. In order to rebalance the figures, a very different approach was taken. Germany had to take economic and political decisions. There was no action to limit the number of immigrants aloud into Germany but instead policies were more focused on international trade and attracting m ultinational companies. Between 1998 and 2000, the survey carried out by the LFS showed that there was a 12% increase in foreigners being employed. Religion Many people consider Germany as a â€Å"diverse country†. Many also anticipate that it will become increasingly so over time. In 2006, there was what was considered a â€Å"social cohesion† as such that German politicians â€Å"began to perceive hostility toward Muslims†. The PFRPL (Pew Forum on Religion and Public Life) ran a survey which showed that there are approximately 4.5 million Muslims living in Germany. This accounted for 5.1% of the population in 2013. The German society is a â€Å"homogenous† one. Racism is still pervasive in Germany. The image of Muslims after the September 11 has deteriorated as such Muslim religious believers has â€Å"trickled into the German national public dialogue† or in German Diskurs-Raum. There was a study carried by the University of Munster in 2010 found that Germans have a â€Å"worse perception of adherents of non-Christian religions† then any European country. Aggressive of violent attack on Muslims were expressed on Mosques and Muslim people. In oder to deal with this, Angela Merkel â€Å"initiated an integration summit† which opens the door for Germans to understand and learn about other religions and diversity. Many studies and research provided the natives with fact about Muslims in order to avoid any potential threats. There are over 1.1 million Muslims in the UK in 2001. This figure has tripled over the last decade to an astonishing 3.5 million within a decade. The Muslims have been very well accepted in the UK to a stage that there are now over â€Å"85 Islamic Sharia courts†. The British law accepted the Sharia Principles. There are over 110 mosques in the UK. The Muslim population has multiplied â€Å"10 times faster than the rest of the society over the last decade†. Conclusion In my opinion both societies have succeeded in converging with migrants. The education systems were altered slightly in both countries to accommodate migrant children as well as adults. Although I think the suggested approach to allow the cultures to â€Å"coexist† would truly show that the societies in the UK have accepted the migrant culture. Regarding the religious beliefs, the UK seem to have a slight advantage it terms of give the Muslims a sense of power. Many mosques in UK are involved in political debates as well as the fact that, some we’ll know politicians are Muslims. In Germany, there were no barriers when it comes to having permission to build mosques. A very high figure of 2,200 religious organisations shows that Germany has accommodated the religious beliefs of migrants. When it comes to employment, again both countries have provided the migrants with suitable jobs even though they might have had problems due to the lack of the native language. Overall most European societies have converged with the migrants. Reference Migration and Social Integration of Migrants 2003, Luxembourg, accessed 11 February 2014, http://www.oi.acime.gov.pt Steven vertovec / SuSanne WeSSendorf. 2004. Assessing the backlash against multiculturalism in Europe. [ONLINE] Available at:http://www.mmg.mpg.de/fileadmin/user_upload/documents/wp/WP_09-04_Vertovec-Wessendorf_backlash.pdf May, Stephen, 2001. Multiculturalism and education in Britain: an internally contested debate. International Journal of Educational research, [Online]. 35, 305-317. Available at: http://www.tariqmodood.com/uploads/1/2/3/9/12392325/multiculturalism_education_britain.pdf . Spiegel. 2006. Integration and Education: Immigrants in Germany Falling Behind. [ONLINE] Available at:http://www.spiegel.de/international/integration-and-education-immigrants-in-germany-falling-behind-a-416429.html. Eric Leise. 2007. Germany Strives to Integrate Immigrants with New Policies. [ONLINE] Available at:http://www.migrationinformation.org/Feature/display.cfm?id=610. Dustmann,C. and Theodoropoulos, N. 2010. ETHNIC MINORITY IMMIGRANTS AND THEIR CHILDREN IN BRITAIN .Oxford Economic Paper, [Online]. 62, 1-24. Available at:http://www.ucl.ac.uk/~uctpb21/Cpapers/SubmissionOEP_June.pdf Bmfsfj. 2001. Family policy challenges in the organisation of migration and integration. [ONLINE] Available at:http://www.bmfsfj.de/RedaktionBMFSFJ/Broschuerenstelle/Pdf-Anlagen/PRM-23893-Broschure-Integration-von-Fami,property=pdf,bereich=bmfsfj,sprache=de,rwb=true. Thomas Liebig. 2007. The Labour Market Integration of Immigrants in Germany. [ONLINE] Available at:http://www.oecd.org/els/38163889. Naika Foroutan. 2013. Identity and (Muslims) Integration in Germany. [ONLINE] Available at:http://www.migrationpolicy.org/pubs/TCM-Germanycasestudy.pdfSoeren Kern. 2011. Britain vs. Muslim Immigration. [ONLINE] Available at: http://www.gatestoneinstitute.org/2056/britain-vs-muslim-immigration

Fad Diets: The Effectiveness and Health Implications Essay -- America

Fad Diets: The Effectiveness and Health Implications As humans we are the only creatures who create food into more than just a nutritional need for survival. The American culture and society has a preoccupation with food, which poses a set of challenges for both the physical and mental body to maintain health (Abrams & Wells, 2005). This preoccupation of food causes many medical risks such as obesity, binge eating, food addiction, and eating disorders (Cogan & Ernsberger, 1999). Ward-Smith (2010) defines obesity as a body mass index (BMI) at 30 or above, calculated using height and weight measurements. Abrams and Wells (2005) state that obesity has grown from a moderate concern for few individuals to an epidemic health crisis effecting millions. More than 35% of all adults in the U.S are considered obese (Ward-Smith, 2010; Roehrig, Thompson, & Cafri, 2008). Ward-Smith (2010) stresses that over-weight and obese individuals cost the United States economy an estimated $117 billion. In addition to the costly effects, are comorbid with many negative health risks, such as heart disease, stroke, diabetes, sleep apnea, and more (Ward-Smith, 2010; Roehrig, Thompson, & Cafri, 2008). The effects of obese and overweight individuals impact both the person experiencing the weight through mental and physical risk, as well as the society in which they live in through cost factors. According to Abrams and colleagues (2005), America does not only have a preoccupation with food but an obsession with excessive weight-loss. Media has created a popular desired image of thinness and skinny. As stated by Abrams and Wells (2005), media portrays images of anorexic individuals as beautiful, sexy, and desired within our world. Severe risks and repercuss... ...Obesity - Part III: A Rapid Review of Some of the More Popular Low-Carbohydrate Diets. Urologic Nursing, 24(5), 442-445. O'Dea, J. A., & Abraham, S. (2001). Knowledge, Beliefs, Attitudes, and Behaviors Related to Weight Control, Eating Disorders, and Body Image in Australian Trainee Home Economics and Physical Education Teachers. Journal Of Nutrition Education, 33(6), 332. Roehrig, M., Thompson, J., & Cafri, G. (2008). Effects of dieting-related messages on psychological and weight control variables. International Journal Of Eating Disorders, 41(2), 164-173. doi:10.1002/eat.2047010.1002/eat.20470 Saltzman, E., Thomason, P., & Roberts, S. B. (2001). Fad Diets: A Review for the Primary Care Provider. Nutrition In Clinical Care, 4(5), 235-242. doi:10.1046/j.1523-5408.2001.00003. Ward-Smith, P. (2010). Obesity -- America's Health Crisis. Urologic Nursing, 30(4), 242-245

Example of a Research Plan Essay

Statement of the Problem The aim of the study is to identify the effect of different pH level of the Agar plate to the antibacterial activity of Santol (Sandoricum koet jape). Specifically, the study will seek for the answer of the question: 1.) Is there any difference on the No.of colonies after applying Santol (Sandoricum koet jape) extract on the Agar plate with pH level greater than seven (base)? 2.) Is there any difference on the No.of colonies after applying Santol (Sandoricum koet jape) extract on the Agar plate with pH level less than seven (acid)? Hypothesis 1.) There is no difference on the No.of colonies after applying Santol (Sandoricum koet jape) extract on the Agar plate with pH level greater than seven (base). 2.) There is difference on the No.of colonies after applying Santol (Sandoricum koet jape) extract on the Agar plate with pH level less than seven (acid). Research Methodology Materials and Equipment The study will make use of: Agar Plates, specifically Nutrient Agar, for different tests and as a controlled variable for the problem, Nutrient Broth, same purpose as the nutrient agar, Santol (Sandoricum koet jape) extract, Escherichia coli, for the gram positive, Bacillus , for gram negative, and Candida________ a test subject for the study. Also, the study will make use of litmus paper for measuring and maintining the pH level of the Agar plates. The study will also make use of spectrophotometry. Research Design The study will use Complete Randomized Design as a Research Design.   Control Group Design is two parallel experiments are set up, identical in all respects except that only one includes the treatment being explored by the experiment. The control group may have no treatment, with nothing happening to them, or they may have a neutral treatment. Statistical Tool The study will make use of ANOVA as its statistical tool. T-test can be use to compare two dependent samples/matched-pairs design experiments. The study will make use of two types of pH: Acidic and Basic. Each Agar Plate will be assign to one specific pH level. Inoculate the microbes in the Agar and in the broth. This can be done by streaking the loop containing the gram positive, gram negative, and the fungi . Data Gathering Procedure Prepare the Agar plate and the broth for the experimentation. The pH of the Agar and the broth must also be set. Place the agar filled petri dishes and the broth that have been inoculated in a dark, warm (86 F) place for a week for incubation. Apply the extract of Santol (Sandoricum koet jape) to each Agar plate and Nutrient Broth. Using the Colony Formation Unit (CFU), determine the number of colony inhibited. Record the data from the Agar plates and the Nutrient broth. Figure 3.1 Experimental Procedures Figure 3.1 Experimental Procedures shows the step by step procedure of the experiment. Starting from the preparation of the Agar plate with their assign pH level. The Agar plate will solidify at 32 ºC- 40 ºC but will melt at approximately 85 ºC. Next is to inoculate the bacteria by streaking the loop containing the bacteria. After inoculating the bacteria, the agar plate must be incubated for one week. After the incubation of the agar plates, apply the Santol (Sandoricum koet jape) extract to the each agar plate. Each plate must receive equal amount of the extract. Using the Colony Formation Unit (CFU), determine the number of inhibited colony/ies and record the data. Data Classification pH Level of the Agar Plate| Number of Colonies| | Trial 1Mean of Three Repetitions| Trial 2Mean of Three Repetitions| Trial 3Mean of Three Repetitions| pH 5| | | | pH 6| | | | pH 7| | | | pH 8| | | | pH 9| | | | Figure 3.2 Interactions in Acidic, Basic, and Neutral Agar Plate Figure 3.2 shows the effect of pH levels less than seven (Acid) on the no. of colonies. pH Level of the Nutrient Broth| Number of Colonies| | Trial 1Mean of Three Repetitions| Trial 2Mean of Three Repetitions| Trial 3Mean of Three Repetitions| pH 1| | | | pH 2| | | | pH 3| | | | pH 4| | | | Figure 3.3 Interactions in Acidic Nutrient Broth Shows the effect of pH levels lower than seven (Acid) on the no. of colonies. pH Level of the Nutrient Broth| Number of Colonies| | Trial 1Mean of Three Repetitions| Trial 2Mean of Three Repetitions| Trial 3Mean of Three Repetitions| pH10| | | | pH11| | | | pH12| | | | pH13| | | | pH14| | | | Figure 3.4. Interactions in Basic Nutrient Broth Shows the effects of pH levels greater than seven (Basic) on the no. of colonies Bibliography * Anke, T. & Weber, D. (2009). Physiology and Genetics: Selected Basic and Applied Aspects, Volume 15. Springer-Verlag: Heidelberg, Germany * Chapelle, F. (2001). Ground-water Microbiology and Geochemistry (2nd ed.). John Wiley & Sons, Inc.: Canada. * Kubitzki, K. (2011). Flowering Plants. Eudicots: Sapindales, Cucurbitals, Myrtaceae. Springer-Verlag: Heidelberg, Germany. * Shahidi, F. & Ho, C. T. (2000). Phytochemicals and Phytopharmaceuticals. AOCS Press: USA. * Storz, G. & Aronis, R.H. (2000). Bacteria Stress Responses. ASM Press: USA. * â€Å"Agars.† Difco & BBL Manual. http://www.bd.com/ds/technicalCenter/inserts/Agars.pdf, accessed January 17, 2008. * â€Å"Agar Bottles – Preparation & Equipment Use.† Science Stuff, Inc. http://www.sciencestuff.com/playground/agar_bottle.shtml, accessed January 14, 2005. Mott, et al. * â€Å"Agar Bottles – Preparation & Equipment Use.† Science Stuff, Inc. http://www.sciencestuff.com/playground/agar_bottle.shtm l, accessed January 14, 2005. * â€Å"Artificial Environments for Growing Bacteria.† WW Bio Institute. http://www.woodrow.org, (www.woodrow.org/teachers/esi/2002/Biology/Projects/lab_skills/ls5/), accessed January 14, 2005. * â€Å"Microbiology.† MadSci Network. http://www.madsci.org/posts/archives/mar98/888937612.Mi.r.html, accessed January 25, 2005.

Implementation Of Choosing A Subject Essay - 2479 Words

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