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The United States And The Iranian Revolution

Decent Essays

The U.S has long been an attractor of some of the finest academics. Filled with known academic juggernauts, the best of students has always flocked the U.S. with the hope of getting the best possible education. (This is one of the factors which influenced K’s coming to the U.S. to continue his education after living in the U.K. It is worth noting that during this time, with the newly found oil wealth, a large number of Iranians came to the U.S to study. In fact, in our interview with K, he made it clear that Boston, Massachusetts was a preferred option because of the presence of a large Iranian diaspora.) At the beginning of the Iranian Revolution in 1978, there were 36,220 Iranians enrolled in U.S. universities, in one year, the number …show more content…

In seeking a method to prevent the reoccurrence of international students’ involvement in any such future acts, the U.S. Department of Justice 's Office of Investigative Agency Policies developed a plan. From this plan came a special task force, which was given the task of identifying problems with the system and a way of proceeding. The task force identified problems in the tracking and the monitoring of students by schools, problems in the certification of schools by the Immigration and Naturalization Service (INS), and problems with INS receiving and maintaining up-to-date records from schools . What was the response to this?
SEVIS
In December of 2002, as a fruit of the special task force, the Student and Exchange Visitor Information System (SEVIS) was launched. It implemented Section 641 of the Illegal Immigration Reform and Immigrant Responsibility Act((IIRIRA) of 1996. The program checks the biographical information of foreign students entering the United States against criminal and terrorist databases while allowing for the continual monitoring of students during their stay in the U.S. As seen, a 1996 Act approved the use of SEVIS, but it was not implemented until 2002. The policy and practitioner communities’ responses to these rules were complex; they pointed out that the deadlines were unrealistic, the computerized system was untested and frequently failed, the net of requirements was highly obstructive to prospective students, the backlog of

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