Casablana Conference during World War II

Casablana Conference during World War II The Casablanca Conference occurred on January 1943 and was the third time President Franklin Roosevelt and Prime Minister Winston Churchill met during World War II. In November 1942, Allied forces landed in Morocco and Algeria as part of Operation Torch. Overseeing operations against Casablanca, Rear Admiral Henry K. Hewitt and Major General George S. Patton captured the city after a brief campaign which included a naval battle with Vichy French vessels. While Patton remained in Morocco, Allied forces under the direction of Lieutenant General Dwight D. Eisenhower pressed east into Tunisia where a stalemate with Axis forces ensued. Casablanca Conference - Planning: Believing that the campaign in North Africa would be quickly concluded, American and British leaders began debating the future strategic course of the war. While the British favored pushing north through Sicily and Italy, their American counterparts desired a direct, cross-Channel attack directly into the heart of Germany. As this issue, as well as several others, including plans for the Pacific, required extensive discussion, it was decided to schedule a conference between Roosevelt, Churchill, and their respective senior leadership under the codename SYMBOL. The two leaders selected Casablanca as the site of the meeting and organization and security for the conference fell to Patton. Choosing the Anfa Hotel to host, Patton moved forward with meeting the logistical needs of the conference. Though Soviet leader Joseph Stalin was invited, he declined to attend due to the ongoing Battle of Stalingrad. Casablanca Conference - The Meetings Begin: The first time an American president had left the country during wartime, Roosevelts trip to Casablanca consisted of a train to Miami, FL then a series of chartered Pan Am flying boat flights that saw him make stops in Trinidad, Brazil, and Gambia before finally arriving at his destination. Departing from Oxford, Churchill, weakly disguised as a Royal Air Force officer, flew from Oxford aboard an unheated bomber. Arriving in Morocco, both leaders were quickly whisked to the Anfa Hotel. The center of a one-mile-square compound that had been built by Patton, the hotel had previously served as housing for the German Armistice Commission. Here, the first meetings of the conference commenced on January 14. The next day, the combined leaderships received a briefing on the campaign in Tunisia from Eisenhower. As talks pushed forward, an agreement was quickly reached on the need to bolster the Soviet Union, focus bombing efforts on Germany, and win the Battle of the Atlantic. The discussions then bogged down when the focus shifted to allocating resources between Europe and the Pacific. While the British favored a defensive stance in the Pacific and a total focus on defeating Germany in 1943, their American counterparts feared allowing Japan time to consolidate their gains. Further disagreement arose in regard to plans for Europe after victory in North Africa. While American leaders were willing to mount an invasion of Sicily, others, such as US Army Chief of Staff General George Marshall desired to know Britains ideas for striking a killer blow against Germany. Casablanca Conference - The Talks Continue: These largely consisted of a thrust through southern Europe into what Churchill termed Germanys soft underbelly. It was felt that an attack against Italy would take Benito Mussolinis government out of the war forcing Germany to shift forces south to meet the Allied threat. This would weaken the Nazi position in France allowing for a cross-Channel invasion at a later date. Though the Americans would have preferred a direct strike into France in 1943, they lacked a defined plan to counter the British proposals and experience in North Africa had shown that additional men and training would be required. As it would be impossible to obtain these quickly, it was determined to pursue the Mediterranean strategy. Before conceding this point, Marshall was able to secure a compromise calling for the Allies to maintain the initiative in the Pacific without undermining efforts to defeat Germany. While the agreement allowed the Americans to continue seeking retribution against Japan, it also showed that they had been badly outmaneuvered by the better-prepared British. Among the other topics of discussion was obtaining a degree of unity between French leaders General Charles de Gaulle and General Henri Giraud. While de Gaulle considered Giraud an Anglo-American puppet, the latter believed the former to be a self-seeking, weak commander. Though both met with Roosevelt, neither impressed the American leader. On January 24, twenty-seven reporters were called to the hotel for an announcement. Surprised to find a large number of senior Allied military leaders there, they were stunned when Roosevelt and Churchill appeared for a press conference. Accompanied by de Gaulle and Giraud, Roosevelt forced the two Frenchmen to shake hands in a show of unity. Casablanca Conference - The Casablanca Declaration: Addressing the reporters, Roosevelt offered vague details about the nature of the conference and stated that the meetings had allowed the British and American staffs to discuss a variety of key issues. Moving forward, he stated that peace can come to the world only by the total elimination of German and Japanese war power. Continuing, Roosevelt declared that this meant the unconditional surrender of Germany, Italy, and Japan. Though Roosevelt and Churchill had discussed and agreed on the concept of unconditional surrender in the preceding days, the British leader did not expect his counterpart to make such a blunt statement at that time. In concluding his remarks, Roosevelt stressed that unconditional surrender did not mean the destruction of the population of Germany, Italy, or Japan, but it [did] mean the destruction of the philosophies in those countries which [were] based on conquest and subjugation of other people. Though the consequences of Roosevelts statement have been greatl y debated, it was clear that he desired to avoid the vague type of armistice that had ended World War I. Casablanca Conference - Aftermath: Following an excursion to Marrakesh, the two leaders departed for Washington, DC, and London. The meetings at Casablanca saw the mounting of a cross-Channel invasion delayed by a year, and given the Allied troop strength in North Africa, the pursuance of a Mediterranean strategy had a degree of inevitability. While the two sides had formally agreed on the invasion of Sicily, the specifics of future campaigns remained ambiguous. Though many were concerned that the unconditional surrender demand would reduce the Allies latitude to end the war and would increase enemy resistance, it provided a clear statement of war aims which reflected public opinion. Despite the disagreements and debates at Casablanca, the conference did work to establish a degree of kinship between the senior leaders of the American and British militaries. These would prove key as the conflict pushed forward. The Allied leaders, including Stalin, would meet again that November at the Tehran Conference.

Ecological perspective (ecosystem theory) Essay - 1

Ecological perspective (ecosystem theory) - Essay Example Human organizations are functional systems which are affected by environmental forces to cause problems such as process vagueness, lack of goals as well as goal displacement. Human service agencies are therefore in constant challenges, since most of them are formed to tackle some of the fiercest human challenges; psychological issues. Management taking considerations of the nature of human society and its challenges is likely to have better management strategies. Fredrick Taylor formulated the scientific model of management of organizations in 1947. Basing his thoughts on the premise that reduced productivity results from misunderstandings between the workers and management, Taylor proposed a scientific assessment of workers output. He postulated that the best way to improve the general performance of an organization was to identify an above average worker and learn form his approach. Although good performance can be copied to improve performance in many fields, it might be problematic in human service due to variations in clients’ needs (Karen and Zastrow2010). Hawthorne works in a Chicago electric company experimented in 1927 on ways to increase a worker’s output and satisfaction. Changing aspects of the working environment greatly improved the output per worker. Hawthorne effect was developed from the realization that workers condition themselves to give favorable results that can be attributed to them. Social factors are key factors in the total output delivery by an individual worker (Karen and Zastrow2010). Y managers have the notion that their workers are self motivated, disciplined and enjoy working at all conditions. Managers must identify the type of workers they have to determine the level of stringency needed (Karen and Zastrow2010). The environment in which an individual grows in determines the psychological development of the individual, which controls behavior alongside

Social Work Theory & Practice Essay Example | Topics and Well Written Essays - 2750 words

Social Work Theory & Practice - Essay Example The concern of the State to utilize medical facilities to control bad behaviour (in the absence of formal evidence of psychosis) continued in the twentieth century (Rogers and Pilgrim, 2005). In Scotland this is a major undertaking by government. Mental health law is about securing benefits for, and protecting the rights of, people with a mental disorder. Its primary objective is to make sure people with a mental disorder can receive effective care and treatment (Scottish Executive, 2003). This highlights the fact that the government and its policies are geared towards the care for the mentally aberrant. The new legislation dealing with mental health lays the foundation for government to act in dealing with those who are mentally troubled. In fact, the new legislation is Scotland establishes principles upon which government measures are to be based on. What are unique in the current law is the new mechanisms it puts into place. These new measures better empower the state in dealing with this social concern. An example of this is when the law sets out principles relating to the way in which the function must be discharged. These require the person discharging the function to do so in a way, which involves the minimum restriction on the freedom of the patient (Scottish Executive, 2003). The current policies also clarify and refine the role and duty of government with regards to mental health. The new Mental Health law in Scotland allows for the removal to a place of safety of a person who is exposed to ill-treatment or neglect or who is unable to look after himself or his property/financial affairs. It further allows for a person to be removed from a public place to a place of safety where it is in the interests of that person or where it is necessary to protect other people (Scottish Executive, 2003). This descriptively lays down the scenario when the state should act and for what

Jade Peony Essay Example for Free

Jade Peony Essay This excerpt from â€Å"The Jade Peony† by Wayson Choi conveys the mystery and insightful fear of the unknown of a young boy who has just lost his mother. Although the passage refrains from giving sufficient details, the reader is still able to understand the essentials of the situation: A young boy is lying in a bed with his dying mother and is then taken into the care of a family friend. The reader confirms the death of the mother with the narrator’s description of the â€Å"rigid arms† (line 8), which implies the limpness of the mother’s lifeless arms, and the boy’s realization that â€Å"my mommy’s voice†¦would never say again†¦Ã¢â‚¬  (lines 23-24). Also, from the apparent urgency and, perhaps, panic of the first paragraph, the reader may infer that something – most likely an emergency – has gone terribly wrong. The development of the Chin family characters then expands on this confirmation (of the mother’s death) to help develop the reader’s understanding. Mrs. Chin is shown as a very nurturing and maternal woman – a foil to her husband’s practical leadership in giving instructions (line 3) – who comforts the boy as the mother dies. She pulls the boy â€Å"up, up, up, from the dark†¦Ã¢â‚¬  and carries him away to her family’s cabin, a safe place. These actions indicate the switching of maternal roles between the boy’s mother and Mrs. Chin as the biological mother passes on. Also, the other Chin characters help to convey the situation. For example, in line 13, the expressions of the Chin children reflect back the â€Å"vacant stare† of the young boy to indicate his scared yet insightful awareness of the situation. Once they are in the Chin family’s cabin, Mr. Chin dynamically changes from practical leader to nurturing father, mirroring the comfort given by Mrs. Chin. His actions to return to normality – telling old stories, singing songs, etc. (lines 17-21) – further indicate the absence of the boy’s mother, showing how the Chin family is so kindly taking in the now motherless boy. Considering that the reader is left void of a complete description of the situation, the mysteriousness of this lack of detail also effectively helps to convey the similar mysteriousness felt by the boy, the narrating voice. It seems that the boy is aware of his mother’s death, at least to some degree. For example, he has a â€Å"vacant stare† (line 13) and he does not say anything as he eats his jook (line 16). Still, he does not fully grasp the concept, or the repercussions rather, of his mother’s death. For example, he remembers the â€Å"joy and excitement† of the storytelling night just before realizing his â€Å"mommy’s voice†¦would never say again†¦Ã¢â‚¬  (line 24). Aside from a paralleled mysteriousness experienced by both the reader and the boy, Choi also cleverly uses tone and sensory descriptions to convey the context and feeling of the narrating voice (of the boy). Especially in the first paragraph, Choi appeals to the auditory senses; he narrates and sets the scene by describing what the boy hears. First there is the voice of Herby Chin calling for help, then the boy hears the back door open and the sound of voices coming from the kitchen. In lines 1-3, the boy describes the scene by telling everything he hears from the other bedroom. This conveys the uneasiness of the unknown, since the boy is only hearing what is going on; he cannot see anything in the other room. Surely the boy is scared, but his observant mind conveys his insight and awareness of the situation. Choi also uses an appeal to the tactile senses, developing a tone of urgency, which helps to convey the uneasiness felt by the boy. For example, in line 17, Mrs. Chin scrubs her hands furiously simultaneously as the boy hears the siren to indicate her urgent and almost unsatiable desire to clean the blood from her hands. This may also demonstrate (figuratively) the feelings of the boy and the Chin family to move past the mother’s death – they hope to get ride of the stains of the pain in an attempt to return to normality. Aside from his sensory appeal, Choi also uses an effective word choice to convey the sense of urgency. Most noticably, he uses the word â€Å"rush† twice (line 1 line 5) as well as other phrases with a connotation of quickness (which indicates the level of panic felt in the emergency). For example, a chair falls over (due to the rushing of people in the kitchen), the curtains are â€Å"whipped† back, the blinds â€Å"whirled† and â€Å"snapped† up. Mrs. Chin â€Å"shoves† aside the pillows on the bed to comfort the boy. As the passage progresses, the sense of urgency slows as Choi picks up another more reflective and observant tone. The diction, especially of lines 25-30, is much less urgent and has a sense of calmness to it (conveyed by the sensory description of the freshly baked pie, the epitome of comfort). Ultimately this helps to demonstrate the probable acceptance and understanding of the boy. This gives the reader a final peace of mind, as the mysteriousness and urgency that are conveyed at the beginning finally come to a close, and the reader solidifies his or her understanding of the characters and the situation. Questions for sample commentary on â€Å"The Jade Peony† 1. What is the central assertion of the commentary? 2. What makes it an effective central assertion? 3. What contextualizing details does the student provide? 4. In your oral commentaries, what kind of contextualizing details will you be able to provide that this writer can’t? 5. A) Identify the topic sentence in paragraph 6. B) What details of content and literary features does the student use to support the topic sentence? C) What are the effects of these details, according to the student? D) How do these details and effects relate to the central assertion? 6. How does the student bring a sense of closure to the commentary? 7. Identify a point or explanation of a quotation that is underdeveloped. 8. How does the student bring a sense of closure to his commentary?

Rates of Reaction - The concentration of hydrochloric acid and the rate of reaction with sodium theosulphate :: GCSE Chemistry Coursework Investigation

Rate of Reaction After doing my pilot run, i think that my method and apparatus used should be mostly the same: Apparatus - 1 conical flask - 1 lamenated 'x' - 3 test tubes - 1 thermometer - 1 stop watch - 3 pipettes Method: 1. Measure 10ml of 0.2mol/dm3 or 0.2moldm-3 sodium thiosulphate 2. Pour it into the conical flask 3. Add 40ml of distilled water for dillution. 4. Then add 5cm3 of dilute hydrochloric acid of concentration 2mol/dm3 at room temperature 5. Record the temperature of the mixture. Stir mixture gently. 6. Stir mixture gently 7. Start time when all is stirred and when the conical flask is over the 'X' paper. 8. Once the cross is completely out of sight due to the reactionof the sodium thiosulphate and hydrochloric acid and then record the time. 9. I willl then repeat this with different measurements of sodium thiosulphate and water. Changes I have made and why - I am not going to be using a burette because after finishing my pilot run, i realised that i was gradually getting more and more behind schedule and I wouldn;t have enough time to complete my obtaining evidence if I were to carry on using it. Fair test To make sure it was a fair test. i had to constantly keep cleaning and washing the equipmentas any remaining substances can cause major differences in the results. And we had to try ansd hope that the room temperature will remain constant during the course of my experiment. Also we always have to keep the volume of concentrstion the same - 55ml. number and range of experiments - If I have enough time, I would like to try around nine different concentrations of sodium thiosulphate with water. I am going to try hte following volumes of sodium thiosulphate: 10ml, 15ml, 20ml, 25ml, 30ml,35ml, 40ml,45ml and 50ml. - I have chosen a range of 40ml as I think this is enough to truly experience the various actions of sodium thiosulphate reacting with hydrochloric acid. - If any of my results seem somewhat innaccurate or faulty, I will try my best to redo them. Safety - Make sure to tie hair back. - Wear a lab coat. - Wear safety glasses or goggles. - Wash hand in between each experimewnt and after anmd before eating. - Open windows so the smell isn't too overwhelming Dillutions To make my experiment a fair test, we must always have the same volume of solutions, 55ml. Rates of Reaction - The concentration of hydrochloric acid and the rate of reaction with sodium theosulphate :: GCSE Chemistry Coursework Investigation Rate of Reaction After doing my pilot run, i think that my method and apparatus used should be mostly the same: Apparatus - 1 conical flask - 1 lamenated 'x' - 3 test tubes - 1 thermometer - 1 stop watch - 3 pipettes Method: 1. Measure 10ml of 0.2mol/dm3 or 0.2moldm-3 sodium thiosulphate 2. Pour it into the conical flask 3. Add 40ml of distilled water for dillution. 4. Then add 5cm3 of dilute hydrochloric acid of concentration 2mol/dm3 at room temperature 5. Record the temperature of the mixture. Stir mixture gently. 6. Stir mixture gently 7. Start time when all is stirred and when the conical flask is over the 'X' paper. 8. Once the cross is completely out of sight due to the reactionof the sodium thiosulphate and hydrochloric acid and then record the time. 9. I willl then repeat this with different measurements of sodium thiosulphate and water. Changes I have made and why - I am not going to be using a burette because after finishing my pilot run, i realised that i was gradually getting more and more behind schedule and I wouldn;t have enough time to complete my obtaining evidence if I were to carry on using it. Fair test To make sure it was a fair test. i had to constantly keep cleaning and washing the equipmentas any remaining substances can cause major differences in the results. And we had to try ansd hope that the room temperature will remain constant during the course of my experiment. Also we always have to keep the volume of concentrstion the same - 55ml. number and range of experiments - If I have enough time, I would like to try around nine different concentrations of sodium thiosulphate with water. I am going to try hte following volumes of sodium thiosulphate: 10ml, 15ml, 20ml, 25ml, 30ml,35ml, 40ml,45ml and 50ml. - I have chosen a range of 40ml as I think this is enough to truly experience the various actions of sodium thiosulphate reacting with hydrochloric acid. - If any of my results seem somewhat innaccurate or faulty, I will try my best to redo them. Safety - Make sure to tie hair back. - Wear a lab coat. - Wear safety glasses or goggles. - Wash hand in between each experimewnt and after anmd before eating. - Open windows so the smell isn't too overwhelming Dillutions To make my experiment a fair test, we must always have the same volume of solutions, 55ml.

Robin lane fox

It is an immense task to relate the story of the world’s most successful conqueror in 553 pages but Robin Lane Fox manages to narrate the tale of Alexander the Great in a way no other author ever has.A story that has been repeated over and over again, and every account of the life of Alexander the Great has many versions which is somewhat shrouded in mystery, with elements of ambiguity.Main Body:  Fox manages to find a completely new angle on the intriguing account of the history’s most enigmatic leader, putting aside mundane details and stiff diction used by historians and instead using the evidence and facts and enveloping them with all the energy, passion and vigor which the incredible account of Alexander’s life deserves.Born in 336 BC Alexander became the king of Macedonia at the age of 20, from there on he established an empire far greater then any other conqueror could ever even think of, he was the only military leader who was never defeated in any batt le. The book has all the dramatic and tragic elements to make it seem like a work of fiction but the historically accurate details and facts used by the author makes this book a reliable source for historical information.Fox really made a reader see what Alexander’s times was like and how the people belonging to his times were like, he plunges into the depths of this man’s desires in a desperate need to narrate to the reader what motivated this young King to conquer the world.The account of Cleitus’s murder by Alexander is an exceptionally well written part; Mr. Fox writes that â€Å"the gist of the taunts that resulted in his murder can still be recovered today†. The description in the book about various aspects of the surroundings whether it be nature or interiors is superb the author really wants the reader to experience the times and events of Alexander the Great.Every chapter narrates the famous battles and conquests making them even more interesting with myths and legends related to them. Fox not only gives the report of the events happening at that time but also comments on how they affected the later civilizations. He writes about the various events that took place during Alexander’s life and what changes his conquests brought about in the world.  However there are shortcomings in the book as well for instance the author does not analyze the militarily tactics, all historians agree that military tactics show the true brilliance of Alexander the great, also the battle of Granicus is described very briefly and the description accepted by most historians is rejected by Fox where he says that it never took place as is told, but Alexander and his army fought in an open ground on the other side of the river.Conclusion:Many readers may find this book lacking in insight to the military life of this great leader. Fox perhaps wanted to give the reader an insight into what kind of a person Alexander the Great was instead of wh at he accomplished, since he often got distracted from narrating the story and goes on to making his own assumptions.The book is not an easy read but it does present Alexander the Great in a completely new light.WORKS CITEDBook Rags â€Å"Alexander the Great by Robin Lane fox†, Accessed October 9, 2006, from:http://www.bookrags.com/

Qué es un hold de inmigración, efectos y qué hacer

Un hold de inmigracià ³n es una peticià ³n que una autoridad migratoria le hace a una prisià ³n o cà ¡rcel para que el dà ­a de puesta en libertad de una persona, esta sea retenida por un plazo de 48 horas y se entregue en custodia a ICE (siglas en inglà ©s de la agencia encargada del cumplimiento de las leyes de inmigracià ³n y ciudadanà ­a). El hold de inmigracià ³n, que tambià ©n se conoce por su nombre en inglà ©s de detainer, puede provocar la deportacià ³n inmediata de un inmigrante o el inicio de un procedimiento de remocià ³n en su contra. Por ello es importante conocer cuà ¡ndo tiene lugar el hold de inmigracià ³n, a cuà ¡les inmigrantes puede afectar, cuà ¡les son sus consecuencias y quà © hacer una vez que se da el detainer. Cà ³mo sabe ICE que un inmigrante està ¡ detenido o arrestado para pedir el hold En la mayorà ­a de los casos, ICE obtiene la informacià ³n en aplicacià ³n del programa Comunidades Seguras. En virtud del mismo, las autoridades policiales estatales, locales y de condados envà ­an a ICE las huellas dactilares de las personas arrestadas y detenidas por cualquier razà ³n. Las mà ¡s comunes son las que se producen en situaciones cotidianas como peleas, violencia domà ©stica, manejar sin licencia, etc. Con esa informacià ³n, ICE consulta la base de datos IDENT del Departamento de Seguridad Interna (DHS, por sus siglas en inglà ©s) donde se guarda toda la informacià ³n biomà ©trica de los extranjeros legalmente en el paà ­s. Tambià ©n consulta la base de datos del FBI sobre antecedentes criminales. Segà ºn los resultados que obtenga decide si coloca un hold de inmigracià ³n. Otra forma en la que ICE tiene conocimiento de la situacià ³n migratoria de un detenido es a travà ©s de visitas que sus agentes realizan a cà ¡rceles y prisiones, asà ­ como entrevistas que llevan a cabo con los detenidos. Finalmente, en una minorà ­a de casos puede darse que en vez de ICE sea la CBP (Policà ­a de Control de Fronteras, por sus siglas en inglà ©s) la que tenga conocimiento de un arresto o detencià ³n y ordene el detainer. En este punto hay que destacar que un nà ºmero relativamente elevado de ciudades y condados se niegan a colaborar en algà ºn grado con ICE, por ejemplo no permitiendo acceso a los detenidos en sus cà ¡rceles, excepto con una orden judicial, o no compartiendo las huellas digitales de los arrestados. Esto es lo que se conoce popularmente con el nombre de ciudades santuario. El caso mà ¡s significativo es el de California, el estado con  mayor nà ºmero de inmigrantes. La ley SB54, con fecha de entrada en vigor de 1 de enero de 2018, prohibe expresamente el uso de recursos pà ºblicos estatales o locales para colaborar con acciones de ICE conducentes a la deportacià ³n de inmigrantes y tambià ©n el ingreso a prisià ³n para entrevistar a detenidos, excepto en los casos de orden judicial. Cuà ¡les inmigrantes pueden ser sujetos deun hold de ICE En realidad, el detainer puede referirse a cualquier inmigrante quien se cree que debe ser deportado. Sin embargo, en la prà ¡ctica los hold de inmigracià ³n recaen sobre los inmigrantes que se encuentran en tres categorà ­as. En primer lugar, los inmigrantes indocumentados. Pueden estar en esta situacià ³n porque ingresaron a los Estados Unidos ilegalmente por la frontera o porque entraron legalmente pero no salieron a tiempo, producià ©ndose lo que popularmente se conoce como un overstay. En segundo lugar, los inmigrantes sobre quienes haya  una orden de deportacià ³n pendiente, incluso aquellos cuya orden de remocià ³n se dictà ³ en ausencia porque no se presentaron en Corte  y tambià ©n los inmigrantes que han sido previamente deportados y han regresado al paà ­s ilegalmente.   En tercer lugar, los inmigrantes que han cometido una felonà ­a. En este grupo tambià ©n se pueden encontrar los residentes permanentes legales cuando han sido condenados por ciertas ofensas, como por ejemplo, los delitos calificados como agravados. Quà © sucede cuando se coloca un hold de inmigracià ³n Si la autoridad local, estatal o del condado cumple con el hold del ICE, lo primero que ocurre es que el inmigrante va a ser transferido a una prisià ³n migratoria, que puede ser pà ºblica o privada. En muchos casos incluso va a estar en otro estado, siendo frecuente el envà ­o a un centro de detencià ³n en el  estado de Texas. Tambià ©n es posible que el inmigrante en custodia del ICE cambie con frecuencia de centro de detencià ³n, lo que dificulta a los familiares y amigos encontrar rà ¡pido al inmigrante y podrà ­an pasar dà ­as sin tener informacià ³n. A continuacià ³n se pueden dar tres diferentes situaciones segà ºn la situacià ³n migratoria del detenido. En primer lugar està ¡n los inmigrantes que son deportados  automà ¡ticamente sin  presentarse ante un juez de inmigracià ³n. En esta situacià ³n se encuentran varias categorà ­as de inmigrantes, por ejemplo las personas que se fueron de Estados Unidos en medio de un procedimiento de deportacià ³n sin esperar al resultado final. Tambià ©n son deportados automà ¡ticamente los migrantes con una orden de deportacià ³n reinstaurada, lo que sucede cuando ingresan a los Estados Unidos ilegalmente despuà ©s de haber sido deportados o expulsados automà ¡ticamente. En algunos casos se puede luchar contra esta reinstauracià ³n si se puede alegar miedo creà ­ble como base de una aplicacià ³n de asilo,  se està ¡ en un procedimiento de ajuste de estatus, o se puede pedir proteccià ³n bajo NACARA o Life Act en el caso de ser ciudadano de Cuba, Nicaragua, El Salvador o Guatemala. Hay que destacar que los migrantes que ingresan a Estados Unidos ilegalmente despuà ©s de una remocià ³n cometen un delito y pueden, ademà ¡s, ser multados o condenados a dos aà ±os de prisià ³n o ambas condenas conjuntamente. Ademà ¡s, si previamente han cometido un delito no agravado o tres faltas relacionadas con drogas, la condena de cà ¡rcel puede elevarse a un mà ¡ximo de 10 aà ±os. Si el migrante ha cometido previamente un delito agravado, la pena de prisià ³n puede alcanzar los 20 aà ±os. Finalmente, tambià ©n son deportados sin pasar por un juez migratorio, salvo circunstancias muy excepcionales, los extranjeros que ingresaron a Estados Unidos legalmente pero sin visa al amparo del Programa de Exencià ³n de Visados y que se quedaron mà ¡s de 90 dà ­as en el paà ­s. Otra situacià ³n distinta que puede darse es la firma por parte del inmigrante de una salida voluntaria. Hay que destacar que no se debe jamà ¡s firmar un documento que no se entiende o con el que no se està ¡ de acuerdo. Si el documento se firma,  el inmigrante serà ¡ removido a su paà ­s sin mà ¡s trà ¡mites. Por à ºltimo està ¡ la situacià ³n de los migrantes que pueden acudir a un juez de inmigracià ³n y pedir alguno de los alivios que prevà © la ley para evitar su remocià ³n de los Estados Unidos. Por ejemplo, solicitar un ajuste de estatus, asilo,  aplazamiento  de la deportacià ³n, etc. En estos casos a veces es posible solicitar quedar libre bajo palabra mientras no se celebra la vista o previo depà ³sito de una fianza migratoria. El juez puede acceder si considera que el migrante no representa riesgo de no comparecer a la vista de deportacià ³n y si no està ¡ en la lista de ofensas que impiden quedar en libertad con fianza. Entre esas à ºltimas situaciones està ¡n, entre otras, los delitos relacionados con drogas, excepto posesià ³n de menos de 30 gramos de marihuana, delitos de armas, dos delitos inmorales o uno si lleva pena de prisià ³n superior a un aà ±o, todos los delitos agravados y ofensas que pueden ser consideradas una amenaza a la seguridad del paà ­s, como por ejemplo la pertenencia a pandillas. Una vez que se celebre la vista, lo cual puede demorarse aà ±os, se dictarà ¡ sentencia, la cual puede ser apelada ante el BIA  (Tribunal de Apelaciones de Inmigracià ³n, por sus siglas en inglà ©s). Quà © se puede hacer en los casos de un hold de inmigracià ³n El mejor consejo es buscar asesorà ­a  legal de confianza para que ayude en trà ¡mites como bà ºsqueda del detenido, solicitud de fianza o peticià ³n de rebaja de la cantidad fijada y, muy especialmente, estudio y diseà ±o de una estrategia para luchar con à ©xito en un caso de deportacià ³n. Si no se puede pagar un abogado miembro de AILA, la asociacià ³n de letrados migratorios de Estados Unidos, se puede considerar intentar contactar a un abogado pro bono a travà ©s de alguna organizacià ³n reputada de ayuda a inmigrantes. Por à ºltimo, los ciudadanos mexicanos pueden encontrar ayuda gratuita en el telà ©fono de CIAM, organizacià ³n que ayuda a encontrar detenidos y da referencias de abogados comprometidos y competentes cercanos a los centros de detencià ³n de migrantes. Este es un artà ­culo informativo. No es asesorà ­a legal.