Digital video has made everyone a movie maker - completion Assignment

Digital video has made everyone a movie maker - completion - Assignment Example The majority of these films used a similar digital technology that is associated with photographic cameras. Technology often seems to take over the film industry as it seems prepared to be the next target. As digital picture acquisition proves to get better each day, movies are starting to be shot the digital way. There are various plusses as well as minuses in shooting videos digitally but the process is soon bound to replace many productions of films. The past 30 years has seen progress in technology with tremendous benefits from 80’s camcorder, which     was a cat size to the present ones that are small. The creation of digital cameras and digital filmmaking is quickly  transforming  everything on  filmmaking. Professionals  or  amateurs  who  are observe considerable advancements in  various  elements  of the industry are working hard to make quality productions. In addition to the innovative production advances, various distributions have been attained, as well. The past ten years saw the venue for an independent film being the film festivals together with private screenings (Davenport 2008, p 453). Presently, a person can create a film and have t viewed by many people. Video seems to be the most convincing elements of communication in this era. At the same time, the past five years has seen a gradual shift from analog all the way to digital. The technology has not only enhanced the capability of visual communication media in data distribution. Manipulation of data has led to quality images being distributed as digital videographer plays a crucial role in image manipulation, which has surpassed powerful technological advancements (Davenport, Schisgall, Mohmed & Mirowitz, 2007, p 5) The objects or people in a video in most digital video images might be edited, and at times edited while the image is being broadcasted without

The Severve After Effects of Dropping out of high school

The Severve After Effects of Dropping out of high school Education is a powerful tool. It prepares students to be invaluable contributors to society. Without a high school education, young people are less likely to succeed academically, socially, and professionally. Sadly, millions of young people leave school without completing their minimum education requirements and thus do not graduate with a high school diploma. As a result, many adolescents experience the devastating aftereffects of their regrettable decision. Students who drop out of high school are more likely to: earn less than those who graduate, be unemployed, be on public assistance, and end up in prison (ERIC). Dropping out of high school culminates a long-term process of disengagement from school and has profound social and economic consequences for students, their families, their communities, and the entire nation (ERIC). America is facing a crisis of epidemic proportions with such a high percentage of students who do not complete their high school education. Dropping out of high school is a major life event that severely impacts students chances for subsequent educational and occupational opportunities (NCES). Recent NCES reports indicate that nationally about one-third of all students who enter high school do not graduate on time, if ever. Approximately 7,000 students drop out of high school daily, which translates to one in three students. Annually, that amounts to more than six million students dropping out of high schools across the nation. The U.S. Department of Education has called it an epidemic. The children are the future of America and should be our greatest resource. All children deserve an education that prepares them to be productive members of society who perform their civic and economic duties. As such, we should ensure they have every opportunity to succeed. Every individual in the country, state, city or municipality will reap the benefits of an educated citizenry. Therefore, everyones best interest would be served by ensuring that all children stay in school and receive an adequate education. Efforts towards dropout prevention will remediate students leaving high school prior to graduation. Prevention measures will serve these individuals, their school, their community, and the nation at large. This policy memo will provide an overview on the current state of the high school dropout problem nationwide and in Florida, particularly, Miami-Dade County. I will discuss (1) the number of school dropouts, (2) the reasons related to youth dropping out of school, (3) the consequences of dropping out and not finishing high school, and (4) dropout prevention programs and techniques. For this overview, I researched the Florida Department of Education summary information on graduation and dropout rates as well as proven dropout prevention and intervention programs and techniques. BACKGROUND The vast majority of students who fail to complete high school with their respective graduating class is comprised primarily of Blacks, Hispanics and Native Americans. Many of these students abandon school within two years of their projected graduation date. This tragic cycle has not substantially improved during the past few decades during which education reform has been high on the public agenda. During this time, as politicians and other elected officials purport to work at mitigating the high percentage of dropouts, the general public has been almost entirely unaware of the severity of the dropout problem due to inaccurate and inconsistent data. The consequences remain tragic. Students who drop out face a lifetime of consequences for this grave decision. Dropouts are more likely than their graduating peers to be: unemployed, living in poverty, receiving public assistance, incarcerated, of poor health, and single parents of children who drop out from high school themselves perpetuating this vicious cycle. Our local communities, as with the state and the nation, also suffer from this epidemic due to the loss of productive workers, loss of taxable wage base, and higher costs associated with increased percentages of incarceration, greater use of emergency health care services, and overwhelming reliance on social services. Despite repeated declarations by educators, politicians, and elected officials about the importance of addressing the dropout situation, the problem becomes more calamitous with every passing year. No Child Left Behind When President George W. Bush signed the No Child Left Behind Act (NCLBA) into law on January 8, 2002, he stated, Now is the time to ensure that every child learns. NCLB required states to use graduation rates to measure how well students were being educated. States were required to report to the federal government how well they met NCLB goals. Originally designed as an attempt by the federal government to hold the nations schools accountable for achieving high levels of educational proficiency for all students, NCLB has been adapted by the states in ways that fail to promote its objectives. Many states tended to manufacture basic data on graduation rates to comply with NCLB. Regrettably, NCLB placed excessive emphasis on solitary assessments that failed to assist educators improve their teaching. Needless to say, NCLB was unsuccessful in its attempt to educate students. The Dropout Crisis For most citizens, graduating from high school is the minimum standard of achievement needed for a successful future. A high school diploma can position a graduate to embark on a variety of pathways to personal, career, and social success that are generally not available to high school dropouts. The plight of the high school dropouts is extremely serious. By dropping out, these individuals considerably lessen their chances to secure a good profession. Without a diploma, dropouts face increasingly bleak career prospects tied largely to entry-level employment. They also may remain far behind in a technology-driven age where career adaptability is not simply a plus, but a requirement (NDPC/N). Graduation rates are a vital indication of how schools are performing. Recently, those rates have been meticulously examined, divulging the extent of the tragedy in Americas high schools. For decades, misleading or erroneous graduation rates were published by schools and school districts. Consequently, the American public knew little of the magnitude of the problems faced by several of the nations high schools. Many factors contribute to students dropping out of school, including poverty, low literacy and achievement levels, parenting responsibilities, and the need to immediately earn money through employment so that they can contribute financially to their impoverished families. Why Do Students Drop Out? While there is no single reason for why students drop out, research indicates that difficult transitions to high school, deficient basic skills, and a lack of engagement all serve as prominent barriers to graduation. Low attendance or failing grades are specific risk factors. Many students discover that their academic skills are insufficient for high school-level work and repeat ninth grade. Many students are not given the extra support they need to make a successful transition to high school and are lost in ninth grade. Lack of both academic and social engagement are integral components of dropping out Overall, far too many students are not graduating on time with a regular diploma; low-income students and minority students fare the worst in the dropout epidemic (Alliance for Excellent Education). More than half of the students who do not graduate on time are minorities. The graduation rate among minorities is as much as twenty-five percentage points below their white peers. Importance of not dropping out The high incidence of students dropping out poses a serious problem for the county, state, and country. Likewise, it creates deleterious consequences for the individual dropout. Consequences of dropping out identified by the General Accounting Office (GAO) include the following: As the pool of dropouts continues to grow, employment opportunities for them are more limited. The rate of engagement in high-risk behaviors such as premature sexual activity, early pregnancy, delinquency, crime, violence, alcohol and drug abuse, and suicide has been found to be significantly higher among dropouts. Dropouts are more likely than other citizens to draw on welfare and other social programs throughout their lives. Income differences between dropouts and other citizens can be expected to widen as the economy evolves. A growth of unskilled laborers in low-wage jobs will increase. As summarized by the GAO, the social costs of the dropout problem include an underskilled labor force, lower productivity, lost taxes, and increased public assistance and crime. Identifying Social Issues The Center for Business and Economic Research (CBER) suggests a focused approach must be undertaken with the purpose of successfully combating the problem of adolescents dropping out of high school. Particularly, this would entail identifying pronounced social indicators that are interrelated with the countys dropout problem. These characteristics help determine individuals who require the most intervention and accordingly implement programs committed to keeping them in school. According to CBER, three factors should be considered. Firstly, social groupings of race/ethnicity and socioeconomic status pictures of at-risk youths emerge. Hispanics, Native Americans, and African-Americans had the highest dropout rates in the state and were more likely of dropping out. Secondly, problematic social environments and inappropriate behavior can be used in identifying at-risk youth. Juvenile delinquency and behavioral problems in school are indicators of potential dropouts. Lastly, academic per formance is a key component in identifying potential dropouts. Grade retention and its effect on self-esteem can be detrimental. DROPOUT PREVENTION PROGRAMS STRATEGIES Many of the proposed solutions recommended to combat the problem of high school dropouts focus on dealing with the social issues that teenagers encounter on a daily basis. The solutions heavily target at-risk youth, making sure they have the necessary tools and guidance to successfully complete their education. The following is a more sketchy examination of some of the most widely proposed programs. Information is comprised of data from Center for Business and Economic Research. Intervention at an Early Age The Oregon School Board Association advocates working with children at a young age to teach the importance of staying in school. Schools in Oregon have led the way in the development of effective programs for their students. One of the programs they have pioneered begins in the third grade. The Importance of School Environment Building strong and stable school environments is a necessary factor in the development of specific programs for children who need specialized attention. It is important to start with the essential elements of a sound school environment, beginning with the organization of the administration and ending with the overall school culture. Alternative Education Programs There are some students for whom traditional high schools simply do not work. For example, for teenagers who need to work to support themselves or their family, or for young girls facing pregnancy, going to school during the day may simply not be feasible. Thus, one idea that has been introduced is for school districts to offer alternative high schools. Dropout Prevention Programs As mandated by the Florida Department of Education (FDOE), dropout prevention programs in Florida were created to: Provide families, communities, and school districts with strategies and resources to continue increasing the number of students who graduate from Floridas schools. Provide school districts with alternative strategies, such as unique teaching techniques, learning activities, and assessment procedures. Provide positive options for building and strengthening curriculums in order to prevent students from dropping out of school. Dropout prevention is a complicated endeavor and must involve a wide range of services to tackle a wide range of problems. There are multiple pathways to dropping out of school, and therefore, any dropout prevention program should have a multi-faceted strategy to serve a wide range of students who are at-risk of dropping out. (ICF and NDPC/N). RECOMMENDATION The key to early intervention is at birth to five years. This is a critical point in the lives of children in which to foster a lifelong love of learning, respect for academia, and confidence in their academic abilities. In doing so, by definition requires the involvement of parents. For parents who rely heavily on social services, there should be a mandate that they volunteer a certain number of hours in the childs school and classroom and participate in parenting classes. Studies have shown that birth to five-year-old students who have parents involved in their education and learning process fare better in their early education, which leads to better overall success in school. With this age group, critical thinking, enhancement of motor skills, cognitive learning, and experiential learning are all crucial to establishing a broad foundation for lifelong academic excellence. Continued parental involvement coupled with adequately staffed and funded schools, and teachers who are engaged and engaging students, all contribute towards long-term success in school. My recommendation is a program that provides students at an early age, similar to Oregons initiative with the necessary tools to foster academic achievement as well as personal and social growth. The program would provide tutoring, homework support, mentoring activities, extended and individual classroom learning, parental involvement, and community support. The main goals of the program, increasing the graduation rate, reducing the number of high school dropouts, and targeting at-risk youth most likely to drop out; will be accomplished. Todays high school needs greater innovation, increased student engagement, and a rich and rigorous curriculum that is more educationally meaningful for students (ASCD). IMPLEMENTATION BENEFITS The California Dropout Research Project declares: Education affords benefits to both individuals and society. Individuals with more education earn higher incomes, are healthier, are less likely to be involved in criminal activities, and are less likely to be on welfare. Additionally, better-educated persons pay more in taxes and enable reductions in government spending on health, crime, and welfare. Therefore, the state and citizens should make certain that all children graduate and finish school with an adequate education. Moving even just one student from dropout status to graduate status will make positive contributions to the economy. Implementation of the proposed policy will be beneficial to Miami-Dade County and the entire State of Florida. It will allow youngsters to successfully learn, stay in school and prepare for life. It will enable educators and parents to be on alert and identify potential signs of behavior that would indicate the student is in danger of dropping out of school. The assistance of parents, teachers, community leaders, and elected officials; will enable students to improve their grades, attendance, and behavior overall. This strategy will instill the importance of education and the benefits of obtaining a high school diploma. A high school education includes the knowledge and skills required to improve an individuals quality of life, to become a more productive citizen, and to improve their income-earning potential. Reduction of the number of local students who fail to graduate on time would exponentially increase economic factors such as individual earnings, spending and investment, tax revenue, and human capital. CONCLUSION Education is an investment in human capital. It provides the foundation for successful academic study, for lifelong learning, and for carrying out the duties of citizenship. Our high school students face significant challenges. Many teenagers drop out of school every year. Reasons for students dropping out are numerous and oftentimes complex. The alarming dropout rates that sentence young people to joblessness and poverty must be turned around.  Retaining students is an enormous problem for many schools; however, students must be convinced to stay in school and learn skills that will allow them to compete and contribute to our economy. Without a high school diploma, young people are less likely to succeed in the workforce.  Solving the dropout epidemic should result in a significant number of actual dropouts, a skilled workforce, and an improved economy. The State of Florida, specifically Miami-Dade County, has a serious problem to confront within its public-education system. Florida has a bleak record pertaining to dropout prevention efforts. Therefore, it is imperative that citizens acquaint themselves with the issues associated with high school dropouts in order to effectively address the problem. Sometimes it is difficult to identify young people who need assistance. However, social factors can be used to identify at-risk youth. Once identified, proven and successful programs used around the country that aim at getting children through school, can be implemented. Certainly, it is up to the citizenry of the state to prevent their children from leaving high school. RELAION TO PUBLIC ADMINISTRATION The incorporation of results-based accountability, as well as, merit pay and performance bonuses that school districts across the nation are gradually adopting, reflects NPM in public education. A reform initiative, such as the No Child Left Behind Act (NCLB), is a prime example of New Public Management (NPM) concept being applied to education. NCLB illustrates an attempt by policymakers to employ techniques of NPM and to impose more tightly coupled policy restrictions on the educational system. These techniques are applied to the management and operation of schools. SOURCES ASCD (formerly the Association for Supervision and Curriculum Development ). ASCD High School Reform Proposal from http://www.ascd.org/public-policy/High-School-Reform/High-School-Reform-Summary.aspx Alliance for Excellent Education. Factsheet. Available online at: http://www.all4ed.org/files/GraduationRates_FactSheet.pdf California Dropout Research Project. The Economic Losses from High School Dropouts in California. Available online at: http://www.cbcse.org/media/download_gallery/Belfield%20and%20LevinCDRP%20Policy%20Brief%201.pdf Center for Business and Economic Research (CBER). Nevada Kids Count: Addressing the High School Dropout Epidemic Policy Brief. Retrieved November 31, 2010, from http://kidscount.unlv.edu/2002/dropouts.pdf College Board Advocacy Policy Center, The College Completion Agenda: State Policy Guide. http://completionagenda.collegeboard.org/sites/default/files/reports_pdf/Policy_Rec_Three.pdf Education Resources Information Center (ERIC) Document Reproduction Service). School Characteristics Related to High School Dropout Rates found at www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ785964 Florida Department of Education. Available online at: http://www.fldoe.org. Institute of Education Sciences (IES). Available online at: ies.ed.gov ICF International and National Dropout Prevention Center/Network (NDPC/N). Best Practices in Dropout Prevention. Available at: http://ritter.tea.state.tx.us/comm/leg_reports/bpdp_finalreport_20081219_toTEA.pdf National Center for Education Statistics. US Department of Education. Effective Strategies. Available online at: www.nces.ed.gov National Dropout Prevention Center Network. Clemson University. Available online at: www.DropoutPrevention.org National Governors Association. Graduation Counts: A Report of the National Governors Association Task Force on State High School Graduation Data. 2005. Washington, D.C. No Child Left Behind (NCLB). U.S. Department of Education. 1 Apr. 2003. . U.S. Department of Education. (1995). Educational programs that work: Dropout prevention/alternative programs (archived information). Retrieved November 30, 2010, from http://www.ed.gov/pubs/EPTW/eptw3/index.html U.S. Department of Education. (1996). Manual to combat truancy (archived information). Retrieved November 30, 2010, from http://www.ed.gov/pubs/Truancy/index.html U.S. General Accounting Office. (2002). School dropouts: Education could play a stronger role in identifying and disseminating promising prevention strategies (Report GAO-02-240). Washington, DC: Author. Retrieved November 31, 2010, from http://www.gao.gov/new.items/d02240.pdf

Literacy Narrative Essay -- Personal Narrative Literacy Education

Throughout my childhood, the idea of having a college education was greatly stressed. As a result, it was my duty as the next generational child, to excel in my studies and achieve a life of prosperity and success. Learning became the basic foundation of my growth. Therefore, my youth was overtaken by many hours spent reading and writing what was known to be correct "Standard" English. I first found this to be a great shortcoming, but as I grew older, I began to realize the many rewards acquired by having the ability to be literate. During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many. From my past experiences, I have grown to prefer reading over writing. When I am reading, I can visualize the text in any way that I see fit. It is almost as if I am rewriting the novel using the illusions that I feel express the words in a passage. For example, in the current independent novel I am reading, it portrays a woman of high stature who is able to lure ... ... that sort of reaction to the reading. Lastly, I can read at my own pace. I have no obligation to read speedily in order to seem as though I have no complications with the words in the text. In my opinion, people should be given the right to speak and read in any language that they wish. Although, it may benefit them to be knowledgeable in the speech that is being taught and spoken in the common country, everyone has their own cultural background and each has the right to be literate in the way that they desire. They were given the right to freedom of speech through the First Amendment of the Bill of Rights and therefore, have the right to speak in their own native language. Literacy plays a major role in the lives of humans today. It gives us the power to read, speak and write and is therefore a valuable asset to society and the development of its economy.

The European Union - Dilemmas, Asymmetries and Equilibria of European Integration :: Essays Papers

The European Union - Dilemmas, Asymmetries and Equilibria of European Integration The European Union has been vacillating between a Federation and a Common- wealth approach. An unpleasant situation has evolved, where all participants feel they are cheated: large States think their smaller partners wield disproportionate clout, small States fear their marginalisation. No system of checks-and-balances seems to exist e.g. in the field of Monetary Union. Moreover, no real solution has been proposed for the difference in development levels within the ever-closer Union and no credible equilibrium has been sought between the competitivity race on one hand and a  «social profile » for the Union on the other. A series of re-equilibrations has to occur in Europe for the future to happen without shocks. Whatever shines is not made of gold The long-winded negotiations of the IGC ad the much-hailed Amsterdam Treaty have brought little change to the European Parliament. One technical point, though, may lead to an important future shift in priorities. The maximum number of EuroMPs has been fixed at 700; thus if enlargement takes place as expected, the number of sitting EuroMPs of present EU members will have to shrink. For a country like Greece, this would give 21-22 members instead of the present 25. This should lead to a more rational choise of postings on the part of EuroMPs, who have been neglecting useful and even powerful Committees so as to sit on more decorative functions. EU: Greece Admitted As Member Of Euro Common Currency Greece thus becomes the 12th member of the currency union, and the first to join since the project was launched just 18 months ago. Greeks are jubilant, saying the move represents a recognition of the economic maturity achieved by their country. Athens-based media commentator Andreas Papageorgopoulos, who was at the summit site in Porto, put it this way: "For Greece it's a big day, it proves that the Greek people through their government in the last few years have achieved an enormous task. They have overcome a number of obstacles, and now we are not at the door of Europe, but virtually inside." But not everybody views the Greek accession as positive. The infant euro has had a hard time since its inception, losing almost a quarter of its value against the U.S. dollar because of lack of investor confidence. German bankers and financiers, in particular, have been outspoken in their belief that including in the euro Greece, a country traditionally plagued by economic problems, would send the wrong signal to the markets.

Influences of Extrinsic Motivation Techniques Essay

Introduction Parallon Workforce Management Solutions falls under the Workforce Management umbrella. An organization still in its infancy, and financially supported and entrusted by HCA, a hospital organization mogul in its industry. Currently, the DHP (Dependent Healthcare Professional) Credentialing department has begun to make its presence in the area since mid-2007; today it has gradually increased its employee base and has tremendously more than quadrupled its customer base. Having a centralized corporate office in Sunrise, FL has allowed for many job opportunities in the south Florida area. As the Finance Director, overall responsibilities include, but are not limited to overseeing the financial records of the department, communicating with staff accountants and accounts payable/receivable on a regular basis. Create process flows for financial purposes, create and decipher financial projections for the department. Accurately running and reading financial  reports and statements; and having an overall healthy attitude towards the organization. Organization Overview â€Å"Workforce Management Solutions is an industry leader in healthcare staffing management, enhancing our customers’ quality of care and providing unique technologies to deliver unparalleled efficiencies. Since our inception in 1993, we have been providing staffing resources for Hospital Corporation of America (HCA), one of the nation’s leading providers of healthcare services. Currently, we serve hundreds of hospitals, ambulatory service facilities and outpatient centers nationwide, placing thousands of healthcare professionals each year. We offer every client full-service solutions that include contingent staffing, recruiting and enhanced productivity and scheduling technology. Our full-service, integrated business model encompasses: Per Diem Staffing – These comprehensive contracting services meet every need, from background checks and orientation to scheduling technology and systems training. We have 11 per diem staffing offices nationwide, having logged m ore than 3.3 million hours of work at pre-negotiated, below-market rates. Travel Staffing – Customers benefit from the services of 900+ traveling nurses and allied health professionals while Workforce Management Solutions takes on all the associated administrative and logistical burdens. Integrated Staffing and Scheduling Technology – Our custom-designed, proprietary online facility scheduling system enhances efficiency, saves money, provides for the optimization of schedules and empowers hospital staff members. Our Facility Scheduler allows employees to self-schedule with no hardware to purchase or software to install. Additional software components include volume forecasting. Staff Scheduling Redesign and Consulting – Our highly scalable, customizable technology helps managers create staffing schedules that accurately match rising and falling workloads. We train your team to plan, monitor and control staffing so needs and expectations are met efficiently and cost effectively. Permanent Placement and Recruiting – We are experts at providing professional staff and management-level recruiting solutions to our clients in the areas of nursing, medical imaging, allied health and case management† (â€Å"Parallon workforce management,† 201 1). In addition, Parallon Workforce Management Solution houses a wonderful portfolio under its umbrella of business  initiative: â€Å"Parallon’s full portfolio of unique business solutions includes group purchasing, staffing management, supply chain, project management, revenue cycle and other business processes. Parallon Business Solutions offers a comprehensive solution that no other company can claim. As partners, we work in parallel to deliver customized solutions that ensure your success. As fellow operators, we understand your challenges and continually innovate to respond to the needs of a dynamic marketplace. Business Performance Group est. 2000, offers end-to-end revenue cycle services from patient registration to billing and collections, and everything in between. To meet the needs of our providers we have expanded our capabilities to deliver a wide range of additional processes. We tailor our service to your needs—whether providing a single solution or dedica ting our full resources and scale as your outsourced partner. HealthTrust Purchasing Group, est. 1999, is the only committed model group purchasing organization. The foundation of our success is aligned decision making and compliance across our 1,400+ member partners. The result is a comprehensive portfolio that is consistently 10 percent better than any other purchasing alliance. Supply Chain Solutions has successfully transformed over 170 facilities with its shared services platform, resulting in over $1 billion in documented savings. With more than 10 years of progressive experience, the strength of Parallon is our people, processes and proven results. Because we are supply chain operators like you, we invite you to tour our facilities and see the innovation in action. Workforce Management Solutions, est. 1993, began as a provider to the largest employer of nurses in the country. We offer our services—training and credentialing, optimal high-caliber staffing placement, recruiting alternatives and industry-leading scheduling technology—creating unparalleled value and efficiencies† (â€Å"Parallon workforce management,â €  2011). Preliminary Problem Statement The DHP Credentialing department at PWMS has a poor management structure, unequipped to handle the influx of applicants filtering on a daily basis. Inability to create, and sustain acceptable customer service practices, constant increase workloads and entry level employees with no vision, direction, or view of elevation/ advancement within the organization. All of  these factors and determinants have led to overall employee dissatisfaction, resentments, disloyalty, and unenthusiastic with regards to the organization, department, and job. This paper will attempt to answer the following question: Can employee satisfaction, and productivity increase with the aid of intrinsic and extrinsic motivation? The paper will delve deeper into particular philosophies and studies as conducted by Abraham Maslow, who suggest these goals to be obtainable through a hierarchy of human behavior and needs. Literature Review/Synopsis Personal Mastery and Authentic Leadership falseDhiman, Satinder.Organization Development Journal29. 2 (Summer 2011) This paper links personal mastery and authenticity to effective leadership on the premise that our leadership style is an extension of who we are. The findings of humanistic, existential, and positive psychology are explored to suggest a pathway to the art and science of human flourishing. The paper utilizes a synergistic exploratory research design to understand the relationship between personal mastery, authenticity, and leadership within the overarching concept of human flourishing. It builds on the work of Abraham Maslow, Victor Frankl, Peter Senge, Steven Covey, and Michael Ray in illuminating the concept of personal mastery. It also briefly reviews the recent work of positive psychologists such Martin Seligman, Ed Diener, and Mihaly Csikszentmihalyi to explore the emerging field of human flourishing by creating a conscious link between personal mastery, subjective well-being, and authentic happiness. Based on the findings, humanistic existential and positive psychology thinkers striking similarities are evident when it comes to the essentials of human flourishing. Maslow and Management: Universally Applicable or Idiosyncratic? falseJelavic, Matthew; Ogilvie, Kristie.The Canadian Manager34. 4 (Winter 2009) For scholars and practitioners of psychology, one of the most often-cited theories of human motivation is Abraham Maslow’s Hierarchy of Needs. Maslow’s categorization of these human needs into physiological, safety,  love and belonging, esteem and self-actualization are not often referenced within the context of the management science, where a discrete hard science process of a formula is apparent for the answer in how a manager motivates their workers. Rather, instances cited are tied to context that varies from each situation presented, which also can change over time and culture. Yet recent disciplines, such as Organizational Behavior and Leadership, have begun to take from sociology and psychology the dynamics to understand the person, teams, and organizational effects of these theories. The integration between motivational theories, such as Maslow and differences between cultures, such as Hofstede (1980a, 1980b), bears discussion necessary to be applicable in today’s global environment. The implications of societal culture and needs to the management education field are particularly important. The Influence of Maslow’s Humanistic Views on an Employee’s Motivation to Learn falseWilson, Ian; Madsen, Susan R. Journal of Applied Management and Entrepreneurship13. 2 (Apr 2008) Continual employee training and learning is critical to the ability of organizations to adapt to an ever changing national and international business environment. What motivates employees to learn? Abraham Maslow has had a significant impact on motivation theory, humanistic psychology, and subsequently, adult learning in the workplace. This paper discusses the development of Maslow’s humanistic views and traces their impact on past trends in business training as well as the implications for current challenges that managers face in motivating employee learning in the workplace. Press the Escape key to close Analysis Intrinsic motivation relates to people who work more for the love of their job than for the money they receive. People who have a job that they love make a living from something that they find inherently satisfying. People more commonly find intrinsic motivation in careers that involve high levels of skill and creativity, aspects that increase a person’s absorption in their work. Employers provide extrinsic motivation in the form of pay, benefits and other programs designed to appeal to employees. A worker  motivated by extrinsic factors may be there solely for the money and other benefits. This doesn’t mean that people in high-paying jobs lack intrinsic motivation, but that extrinsic motivation in terms of pay and benefits may be enough to keep them working at a job even if they don’t like it. The ideal situation for most employees is to find a job that features high levels of both intrinsic and extrinsic motivation. Before we delve into what Intrinsic and Ext rinsic motivation is, it is thus vital to understand what motivation is and why is it important to motivate employees. Hence so, motivation could be defined as the driving force within individuals that encourages them to go ahead and perform the tasks, in order to achieve their intended needs and expectations. In other words, it is a set of reasons that eventually drags an individual to perform a particular task convincing that they could fulfill their needs and expectations, once the task is performed. Motivating employees is not an easy task, due to the fact that what motivates employees seems to change overtime. To say, different employees are motivated in different ways according to their needs. For example, one employee will be motivated to do his task by way of responsibility, while on the other hand another employee will be motivated by monetary rewards. However, it is possible to motivate an employee only if they want to be motivated. As a result, it is thus vital to identify the reason and create the atmosphere that encourages the non-performing employees to refresh and motivate themselves. In other words, it is thus important to try and find out what really motivates the employee. Trying to motivate an employee by wrong means could thus lead to a waste of money, time and so on, while paving way to de-motivate the employee more. Having said that, highly motivated employees are considered to be true assets for any organization; once motivated, they basically tend to be more productive, energetic, and very mush eager to take on additional responsibilities, and thus pleasant to be with and work with. However, on the other hand it should be said that there also tends to be non performing employees as well almost in every organization. Therefore, in such circumstances they basically have to look for deal with the obstacles by going and identifying the unmotivated employees and turning them around if the organizations are to be successful. In spite of that; when it comes to motivating employees this could be done intrinsically or extrinsically by using either intrinsic or extrinsic  rewards. When it comes to intrinsic motivation, this basically means that employees are motivated to do a particular task because of the pleasure or satisfaction that they get in performing the task itself. In other words, intrinsic motivation comes from within an individual rather than from extrinsic rewards such as monetary incentives etc. An employee who tends to be intrinsically motivated could be motivated by internal factors such as recognition, responsibility, growth and advancement. If an employee is to be motivated by intrinsic rewards, then this means that what the employee really wants is a job that interests him, a challenging work environment, and the responsibility to perform the task etc. in order to motivate him. For example, an intrinsically motivated person will perform a task given to him willingly, either because he might find the task challenging or else interesting and satisfied with completing it. To say, and not with the intention of getting other rewards. This is due to the fact the external rewards hardly motivate these employees. As a result, intrinsic motivation tends to be very much effective in the long run as the employees perform the tasks willingly becau se it interests them, rather than trying to escape from it once the job is done. Extrinsic motivation on the other hand is when the employees are thus motivated by means of external rewards. External rewards basically consist of monetary incentives and grades etc. The employees are involved in performing a particular task is because of the external rewards that gives them satisfaction and pleasure, and not because they are interested in it. In other means, extrinsic motivation drives an employee to do things especially for tangible rewards or pressure, rather than for the fun of it. Extrinsic motivators can be either positive or negative. To say, it is thus possible to use positive motivators such as monetary rewards or negative such as threats or bribery to motivate them extrinsically. Extrinsic motivators basically focus the employees on rewards rather than actions. For example, employees will perform tasks though they are not quite interested in it, thus because of the rewards involved with it. To say, some people will not want to do the work willingly, but ra ther they are motivated to do so by external rewards. However in reality, extrinsic rewards do motivate employee’s only short term. This is because the extrinsically motivated employees will do their work only as long as they receive their rewards and thereafter will stop performing the tasks, once the rewards are  no longer there. Having looked at both the intrinsic and extrinsic motivation, it could be said that intrinsic motivation is far stronger than extrinsic motivation when it comes to motivate employees in the long run. This is because the intrinsically motivated employees will continue to perform better day after day as long they find the work interesting and satisfied. It doesn’t mean that extrinsic motivation should not be used, but this is not the ideal way to long motivate the employees. To say, extrinsically motivated employees will only find what they do to interesting as long as they receive the rewards which can either be positive or negative. And hence in order to motivate them to increase performance, then they will have to be given more rewards than before. If not, they will only be de-motivated. Not only that, but once the employees are given extrinsic rewards they will no longer be intrinsically motivated, but rather depend on rewards to keep them motivated thereafter. That is why it is vital to try and motivate employees intrinsically by trying to explain how it will help them to develop and encouraging them by offering more challenging work, giving responsibility and recognition for the work done etc. This will in turn lead to enhance performance by motivating them to meet the long term success. Through exploration of motivational characteristics, it is shown that people are either intrinsically or extrinsically motivated. Upon further research, two theories explain how intrinsic motivation can be increased or decreased by extrinsic, or external, motivation techniques. In Theory I, external motivators (incentives, praise, rewards, or punishment) increase intrinsic motivation. In Theory II, extrinsic motivators decrease intrinsic motivation. The latter of this paper will determine what impact extrinsic motivation techniques have on intrinsic motivation. It will then identify the most effective and least effective extrinsic motivation techniques, and explain how intrinsic motivation can be affected by this. Finally, the importance of this exploration will be explained by three research studies. Definitions Intrinsic motivation inspires individuals to participate in an activity because of the internal enjoyment that activity brings. People who are  intrinsically motivated have a need for achievement and aspire to be self-determined and competent, without any perceived external motivator (Akin-Little, Eckert, Lovett, & Little, 2004). Extrinsic motivation encourages individuals, who do not necessarily enjoy an activity, to perform well in order to receive some kind of reward or to avoid negative consequences (Aamodt, 2007). Autonomy, or self-determination, is experienced when an individual feels they have a choice in performing the activity and feels personally responsible for the outcome (Cameron, Pierce, Banko, & Gear, 2005; Aamodt, 2007). Theory I – External Motivators Increase Intrinsic Motivation There has been a great deal of controversy concerning the impact external motivation techniques have on intrinsic motivation. External motivation techniques have been proven to significantly increase extrinsic motivation, which results in increased efficiency and performance for organizations (Aamodt, 2007). More research is needed to prove that external incentives primarily decrease intrinsic motivation. Proponents of Theory I declare that rewarding individuals for meeting absolute or normative standards, or for exceeding a criterion, greatly increases intrinsic motivation (Cameron, Pierce, Banko, & Gear, 2005). Along with this theory, quality-dependent rewards (verbal praise or tangible rewards) increase intrinsic motivation because they meet an individual’s needs, wants, and desires (Akin-Little, Eckert, Lovett, & Little, 2004). Although quality-dependent rewards have a positive effect on intrinsic motivati on in this theory, achievement-based rewards (rewards that individuals receive for achieving or mastering a challenging criterion) also increases intrinsic motivation. Achievement-based rewards are broken down into two categories: controlling and informational. The controlling aspect of a reward will be discussed in the next section on how external motivators decrease intrinsic motivation. Basing achievement rewards for informational purposes, such as feedback, boosts an individual’s perception of competence and ability (Cameron, Pierce, Banko, & Gear, 2005). Feedback provides individuals with the results of their efforts thereby increasing intrinsic motivation (Aamodt, 2007). This makes a person feel good about what they have accomplished and inspires them to continue achieving the goal. Even though reward for achieving goals increases  motivation, goal theorists distinguish between two causes for that motivation: present value (engaging in an activity that has present value or enjoyment) and future value (engaging in an activity that will be valued or enjoyed in the future). In other words, being rewarded for achieving a goal increases intrinsic motivation if the individual was performing the activity for its immediate effects. Alternatively, if the individual is motivated to perform the activity with only future benefits in mind, the motivator is external and will not increase intrinsic motivation (Simons, Dewitte, & Lens, 2004). Theory II – External Motivators Decreases Intrinsic Motivation On one hand, quality-dependent, achievement-based, and goal-based external rewards affirm responsibility for increasing intrinsic motivation. On the other hand, research indicates that these external motivators are detrimental to an individual’s intrinsic motivation. Proponents of Theory II agree that external rewards or incentives substantially increase extrinsic motivation, but unlike Theory I advocates, they do not concur that external rewards increase an individual’s intrinsic motivation. Theory II promoters contend that all extrinsic rewards including informational (verbal rewards), controlling (tangible rewards), and contingent (engagement-based or performance-based) are destructive to intrinsic motivation (Xiang, Chen, & Bruene, 2005). University of Chicago’s professor of behavioral sciences, Uri Gneezy, made an interesting statement that summarized this viewpoint. He said, â€Å"Extrinsic motivation might change the perception of the activity and destroy the intrinsic motivation to perform it when no apparent reward apart from the activity itself is expected† (Rothman & Rothman, 2006). In compliance with Gneezy’s idea that external motivation techniques decrease enjoyment in an activity; task-contingent incentives (rewards to encourage participation in an activity, solving a problem, or completing a task) are also found to decrease self-determination. This decline in autonomy, along with the perception that the motivator is controlling; account for extensive decreases in intrinsic motivation. Use of certain incentives such as money or acknowledgement; are not what some individuals need, want, or desire. When these people receive rewards, it discourages their intrinsic motivation (Akin-Little, Eckert, Lovett, & Little,  2004). In addition to the negative effects that task-contingent rewards have on intrinsic motivation, the controlling aspect of achievement-based rewards (awarding those who meet performance standards) results in a similar outcome. External rewards for performing an activity or meeting a standard are viewed as controlling, according to intrinsically motivated people. This external motivation approach is perceived as more of a restraint on self-determination, or independence, than a reward for achieving the goal. Achievement-based rewards can also pressure an individual to perform up to an expected standard. All of these feelings contribute to a decrease in intrinsic motivation (Cameron, Pierce, Banko, & Gear, 2005). Studies In order to distinguish between the two theories on how external motivation techniques affect intrinsic motivation, a variety of controversial journal articles on the topic were examined. Analyzing a few of these studies will reveal why it is imperative to know and understand how external motivators can negatively or positively influence intrinsic motivation. In a study located in the 2006 American Journal of Transplantation, activists for establishing a market for organs have suggested that financial incentives would encourage more people to donate their organs. Challengers of this concept proposed that financial incentives would result in a decline in organ donors, and that the extrinsic incentives would devalue the moral and unselfish obligations of intrinsically motivated individuals (S.M. Rothman and D.J. Rothman, p. 2). An article written by Nancy Folbre, sited in the 2006 Politics and Society Journal, uncovered the controversial issue of low-paid care givers and social service workers. Folbre found that external incentives would increase intrinsic motivation in care givers and social service workers. She also affirmed that the levels of intrinsic motivation and moral commitment in care givers and social service workers outweigh the supply of effort that a better wage would bring in. Her thoughts about the pay scale and treatment for care givers and social service workers were summarized by â€Å"they are being taken for granted,† and that â€Å"strong intrinsic motivation can ‘burn-out’ workers.† Opponents to Folbre’s opinion, such as Anthony Heyes in his article, â€Å"Why is a Badly Paid Nurse a Good Nurse?† wrote that a â€Å"good† nurse was willing to accept a lower wage. Heyes also challenged that raising nurses’ salaries would result in reduced intrinsic  motivation and decreased service quality. According to Folbre’s adversaries, â€Å"low pay helps screen out workers who lack the requisite motivation† (Folbre, 7 & 12). A study found in the 2004 School Psychology Review researched the effects of using extrinsic motivation techniques to maintain appropriate academic output and behavior in schools. Some researchers believed that instructors attempted to â€Å"bribe† students with external motivators to encourage them to perform and act a certain way in school. These theorists felt that bribing intrinsically motivated students, who do their best for their own fulfillment, decreased the students’ intrinsic motivation. In contrast, this study revealed that external motivation was not detrimental to students’ intrinsic motivation. In fact, the use of praise and rewards for doing well increased the students’ self-determination and encouraged them to continue to perform well. The only way tangible rewards have decreased intrinsic motivation, according to this article, was when they were not delivered immediately after a student’s behavior (Akin-Little, Eckert, Lovett, & Li ttle, 346 & 359). Summary/Conclusion To summarize this research, external motivation techniques have been found to both increase and decrease intrinsic motivation. To keep a healthy balance in an organization, the motivation techniques considered must be carefully selected so that extrinsically motivated individuals, as well as those who are intrinsically motivated, can be satisfied. From these articles, the most effective external motivators include quality-dependent rewards, informational achievement-based rewards, and goal-based rewards. External motivation techniques to avoid include task-contingent incentives and controlling achievement-based rewards. In conclusion, by examining the above referenced journal articles to find the effects extrinsic motivators have on intrinsic motivation, this research revealed that there are approximately the same number of theorists on both sides of the spectrum. There are just as many researchers who suggest external motivation techniques negatively affect intrinsic motivation as there are who imply external incentives positively affect intrinsic motivation. The debate over whether external motivation techniques either have a positive or a negative effect on intrinsic motivation continues. References Aamodt, M.G. (2007). Industrial/Organizational Psychology: An Applied Approach (5th ed.). Belmont, CA: Thomson Wadsworth Corporation. Akin-Little, A.K.; Eckert, T.L.; Lovett, B.J.; & Little, S.G. (2004). Extrinsic Reinforcement in the Classroom: Bribery or Best Practice. School Psychology Review, 33, 345-348. Cameron, J.; Pierce, W.D.; Banko, K.M.; & Gear, A. (2005). Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators. Journal of Educational Psychology, 97, 642-643. Dhiman, S. (2011). Personal mastery and authentic leadership. Organization Development Journal, 29(2), 69-83. Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/899227431?accountid=6579 Folbre, N. (2006). Demanding Quality: Worker/Consumer Coalitions and â€Å"High Road† Strategies in the Care Sector. Politics & Society, 34 (1), 7 & 12 Hainsworth, K. (2002, Jun 22). Rise: Still striving for recognition and achievement? Maslow’s hierarchy of needs. The Guardian, pp. 4-RISE.4. Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/245833355?accountid=6579 Harackiewicz, J. M., & Sansone, C. (2000). Intrinsic and extrinsic motivation, the search for optimal motivation and performance. San Diego: Academic Press. Jelavic, M., & Ogilvie, K. (2009). Maslow and management: Universally applicable or idiosyncratic? The Canadian Manager, 34(4), 16-17. Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docvie w/846781461?accountid=6579 Maslow, A. H. (1971). The farther reaches of human nature. New York: Viking Press. Maslow, A., Stephens, D., & Heil, G. (1998). Maslow on management. New York: John Wiley & Sons, Inc. Parallon workforce management solutions. (2011, January 02). Retrieved from http://www.parallon.net/workforce_services.html Rothman, S.M. & Rothman, D.J. (2006). The Hidden Cost of Organ Sale. American Journal of Transplantation, 6(7), 2 Simons, J.; Dewitte, S.; & Lens, W. (2004). The Role of Different Types of Instrumentality in Motivation, Study Strategies, and Performance: Know Why You Learn, So You’ll Know What You Learn! British Journal of Educational Psychology, 74, 345-346. Stephens, D. (2000). The Maslow Business Reader. New York, New York: John Wiley & Sons, Inc. The Influence of Maslow’s Humanistic Views on an Employee’s Motivation to Learn falseWilson, Ian; Madsen, Susan R. Journal of Applied Management and Entrepreneurship13. 2 (Apr 2008): 46-62.Press the Escape key to close Wilson, I., & Susan, R. M. (2008). The influence of Maslow’s humanistic views on an employee’s motivation to learn. Journal of Applied Management and Entrepreneurship, 13(2), 46-62. Retrieved from http://search.proquest.com.ezproxylocal.library.nova.edu/docview/203897252?accountid=6579 Xiang, P.; Chen, Ang.; & Bruene, A. (2005). Interactive Impact of Intrinsic Motivators and Extrinsic Rewards on Behavior and Motivation Outcomes. Journal of Teaching in Physical Education, 24, 180.

Surrogate Marketing (Advertising)

The makers of these brands were banned to advertise and they resorted to surrogate advertising. It is a sort of advertising where a cover product is promoted in order to promote the actual product that is banned. Surrogate marketing refers to intentionally utilizing a company, person or object to help convey the message of another party. The term has both positive and negative connotations. On the positive side, surrogate marketing is somewhat akin to grassroots or viral marketing in which a marketing organization may actively recruit others to help spread the message or can also be likened to hiring a manufacturer’s representative to sell your product. However, it is the negative side that seems to have drawn the most attention. A surrogate advertising campaign can be used to indirectly promote products or services deemed by some groups as being unhealthy, unethical, and immoral or, possibly, illegal through activities that are viewed as acceptable forms of promotion. For instance, in some parts of the world where regulation exists that may ban promoting alcohol and tobacco, firms promote these brands by tying the brand names to more acceptable products. For instance, the same brand name used for selling cigarettes may also be the same brand name on a juice product. In this way the customer is not only aware of the acceptably advertised brand but also understands the connection to the regulated product. Surrogate advertisements took off not long ago in the UK, where British housewives protested strongly against liquor advertisements â€Å"luring† away their husbands. The liquor industry found a way around the ban: Surrogate advertisements for cocktail mixers, fruit juices and soda water using the brand names of the popular liquors. In India, ministry of health has banned the advertising of liquor and tobacco. But many liquor brands (like McDowell's whisky) initiated other products like sodas in the same name which are then advertised. Another instance of surrogate advertising is ‘Four Square Bravery Awards' in the name of Four Square cigarettes. Surrogate marketing is used in two contexts: the first is when a company â€Å"farms out† the entire marketing function and the group providing the service is called a â€Å"surrogate marketing department. † I don't believe this is the context for which you are looking. The second is what is happening in India with respect to the ban on tobacco and alcohol advertising. Companies in banned industries are introducing brand extensions with products that are legal to advertise with the same brand name as the banned product. One liquor company introduced apple juice with the same brand name as the liquor. The idea is the companies can advertise freely the extension – thus keeping their banned-from-the-media products in the minds of the customers. So the apple juice, for instance, is the surrogate for the liquor in the ads. The companies also don't care much about the sales of the surrogate products -for instance, it seems that the apple juice isn't even readily available to buy throughout the company. This loophole that the tobacco and liquor companies are exploiting is upsetting the legislature because every apple juice ad that reminds the consumers of the liquor is a slap in the lawmakers' faces. But, they also don't quite know what to do about it! In general, surrogate marketing is when you promote one product or service in the hopes of selling another. Why you would want to do that varies. The best reason is that you aren't able to legally. But other reasons might be because the two products sell better together – for instance, you may make a product and it requires service – which you don't provide. You can market a service provider – the surrogate – who will only use your product.

Catcher In The Rye Unreliable Narrator Essay - 1442 Words

Long-time controversial novel The Catcher In The Rye, by J.D. Salinger, explores the world of living post-trauma as a youth in the midst of the nineteen-fifties, through the eyes and flowing thoughts of its narrator, Holden Caulfield- a sixteen year old boy recuperating from the traumatic loss of his younger brother, Allie. Jumping into the story, the audience quickly learns that Holden is retelling his story in some sort of hospital, after he â€Å"got pretty run-down and had to come out†¦ and take it easy† (1). Salinger goes out of his way to make points on many touchy topics throughout Catcher, however, the true meaning of the text is heavily debated due to the nature of Holden: a sarcastic, lying, cynic. Often labeled an â€Å"unreliable†¦show more content†¦As long as he does this, Holden will disallow himself from making outside connections. Ever since the death of Allie, Holden was so hurt and disturbed that he put up a metaphorical â€Å"social-emotiona l wall† between himself and others to abstain from getting hurt again. After losing Allie, whom Holden loved dearly, and regarded as â€Å"the nicest† and â€Å"the most intelligent† kid, he closed up, and subconsciously decided to hide his true character (22). One should still choose to believe what Holden has to say, starting with a major example of the highly debated scene in which Holden seeks refuge at the apartment of an ex-teacher, Mr. Antolini. He needs somewhere to stay the night, and possibly someone to talk to, as he his misadventures in New York were taking a toll on him, leaving his body feeling â€Å"funny† and â€Å"sort of dizzy† (106). To further break this section down, there is need of more context. Holden describes the wife of Mr. Antolini, as â€Å"Lousy with dough†¦ [and] about sixty years older than Mr. Antolini† (106). He also takes note of the fact that the two â€Å"were never in the same room at the same time† (106), despite making efforts to get on particularly well and â€Å"kiss a lot in public† (108). Raising an eyebrow, the following excerpt reads, â€Å"I’ll leave this right here. Just dive in, you two,† she said. She put the tray down on the ci garette table, pushing all these glasses out of the way. â€Å"How’s your mother, Holden?† â€Å"She’s fine, thanks. IShow MoreRelatedCatcher in the Rye984 Words   |  4 PagesENG 4U1 June 12, 2012 Catcher In The Rye Essay A role model can be can classified as one of many things, but what is it exactly that distinguishes a good one from a bad? The novel, The Catcher in the Rye, written by J.D Salinger is utilized to present the character Holden Caulfield as an unsuitable role model. Firstly, Holden relies on drugs for a way out of his problems instead of facing them. Also, he cannot find his place in the world, which arises, from his natural inclination to lie andRead MoreF. Salinger s The Catcher Of The Rye1121 Words   |  5 PagesOne of the best known novels in English-speaking countries, J.D Salinger’s Catcher In The Rye deals with Holden Caulfield’s past trauma which is the triggering factor in his depression, anxiety and alienation. Holden tells an unnamed person what has happened in the three days prior to his mental breakdown. Through Holden’s relatable characteristics and Salinger’s narrative treatment, the book continues to engage audiences across generations. The way that Salinger writes gives the audience a veryRead MoreDaisy Caulfield : Minor Character1424 Words   |  6 PagesA minor character in The Catcher in the Rye, written by J.D. Salinger, is Phoebe Caulfield, the main character, Holden’s younger sister. Holden describes his sister as not only the smartest kid in the world, but also a great dancer, and a very sympathetic listener. She’s also known as the funniest little sister ever. She is first introduced to readers when Holden says: â€Å"You d like her. I mean if you tell old Phoebe something, she knows exactly what the hell you re talking about. I mean you canRead MoreHow First Person Narration Affects The Overall Story939 Words   |  4 PagesFirst person narration? The first person narration is ‘The Story is told by a character that participates in the action of the story itself. First person Narrative is used by an author who wants a personal/subjective/intimate point of view’. In this essay, I will discuss the ways that first person narration affects the overall story which contains many things like Plot, settings of the story, Characters, the point of view, tone, irony, and symbolism. The story also contains many things for the thirdRead MoreWhen I Was In Middle School, My Ambition Was To Become1330 Words   |  6 Pagesto turn into a long-term project. In high school and my first semester of college I have been exposed to more different styles of writing both through the given writing assignments and the books I have read. One of my biggest struggles when writing essays is making them compact, concise, and on topic. I have always understood that being able to write well is a very valuable skill which, with practice, can be developed to fit any profession in which I may end up in the future. Over my summer vacationRead MoreIs Holden a Byronic Hero?2887 Words   |  12 PagesIn The Catcher In The Rye, judging from incidents involving Holden, I can conclude that he is some kind of a Byronic hero who typically exhibits following traits: No doubt, Holden has a troubled past. One way to understand Holdens uncommon combination of characteristics is to look at the traumatic events in his childhood, most importantly the death of his brother, Allie. How Holden reacts to his brothers death, by smashing all of the windows in the garage that night, shows that this event has

Immigration Rules for Cuban Nationals

For years, the United States was chided for giving migrants from Cuba special treatment that no other group of refugees or immigrants had received with the former wet foot/dry foot policy. As of January 2017, the special parole policy for Cuban migrants was discontinued. The discontinuation of the policy reflects the reestablishment of full diplomatic relations with Cuba and other concrete steps toward the normalization of U.S.-Cuba relations that President Barack Obama initiated in 2015. Storied Past of the Wet Foot/Dry Foot Policy The former â€Å"wet foot/dry foot policy† put Cubans who reached U.S. soil on a fast track to permanent residency. The policy expired on January 12, 2017. The U.S. government had initiated the policy in 1995 as an amendment to the 1966 Cuban Adjustment Act that Congress passed when  Cold War tensions ran high between the U.S. and the island nation of Cuba. The policy stated that if a Cuban migrant was apprehended in the water between the two countries, the migrant was considered to have â€Å"wet feet† and was sent back home. However, a Cuban who made it to the U.S. shore can claim â€Å"dry feet† and qualify for legal permanent resident status and U.S. citizenship. The policy had made exceptions for Cubans who were caught at sea and could prove they were vulnerable to persecution if sent back. The idea behind the â€Å"wet foot/dry foot policy† was to prevent a mass exodus of refugees such as the Mariel boatlift in 1980 when some 125,000 Cuban refugees sailed to South Florida. Over the decades, untold numbers of Cuban migrants lost their lives at sea making the perilous 90-mile crossing, often in homemade rafts or boats. In 1994, the Cuban economy was in dire straits after the collapse of the Soviet Union. Cuban President Fidel Castro threatened to encourage another exodus of refugees, a second Mariel lift, in protest of the U.S. economic embargo against the island. In response, the U.S. initiated the â€Å"wet foot/dry foot† policy to discourage Cubans from leaving. The U.S. Coast Guard and Border Patrol agents intercepted roughly 35,000 Cubans in the year leading up to the policy’s implementation. The policy was wrought with extreme criticism for its preferential treatment. For example, there were migrants from Haiti and the Dominican Republic who had arrived on U.S. land, even on the same boat with Cuban migrants, but were returned to their homelands while Cubans were allowed to stay. The Cuban exception had originated in Cold War politics from the 1960s. After the Cuban Missile Crisis and the Bay of Pigs, the U.S. government viewed migrants from Cuba through a prism of political oppression. On the other hand, officials view migrants from Haiti, the Dominican Republic, and other nations in the region as economic refugees who almost always would not qualify for political asylum. Over the years, the â€Å"wet foot/dry foot† policy had created some bizarre theater along Florida’s coasts. At times, the Coast Guard had used water cannons and aggressive interception techniques to force boats of migrants away from land and prevent them from touching U.S. soil. A television news crew shot video of a Cuban migrant running through the surf like a football halfback trying to fake out a member of law enforcement by touching down on dry land and sanctuary in the United States. In 2006, the Coast Guard found 15 Cubans clinging to the defunct Seven Mile Bridge in the Florida Keys but since the bridge was no longer used and cut off from land, the Cubans found themselves in legal limbo over whether they were considered dry foot or wet foot. The government ultimately ruled the Cubans were not on dry land and sent them back to Cuba. A court decision later criticized the move. Despite the expiration of the former policy, Cuban nationals have several options to apply for green card or permanent resident status. These options include the general immigration laws afforded all non-Americans seeking immigration to the U.S. through the Immigration and Nationality Act as well as the Cuban Adjustment Act, the Cuban Family Reunification Parole Program, and the Diversity Green Card lottery held every year. The Cuban Adjustment Act The Cuban Adjustment Act (CAA) of 1996 provides for a special procedure under which Cuban natives or citizens and their accompanying spouses and children may get a green card. The CAA gives the American Attorney General the discretion to grant permanent residence to Cuban natives or citizens applying for a green card if they have been present in the United States for at least 1 year, they have been admitted or paroled, and they are admissible as immigrants. According to U.S. Citizen and Immigration Services (USCIS), Cuban applications for a green card or permanent residence may be approved even if they do not meet the ordinary requirements of Section 245 of the Immigration and Nationality Act. Since the caps on immigration do not apply to adjustments under the CAA, it is not necessary for the individual to be the beneficiary of an immigrant visa petition. Additionally, a Cuban native or citizen who arrives at a place other than an open port-of-entry may still be eligible for a green card if USCIS has paroled the individual into the United States. The Cuban Family Reunification Parole Program Created in 2007, the Cuban Family Reunification Parole (CFRP) Program allows certain eligible U.S. citizens and lawful permanent residents to apply for parole for their family members in Cuba. If granted parole, these family members may come to the United States without waiting for their immigrant visas to become available. Once in the United States, CFRP Program beneficiaries may apply for work authorization while they wait to apply for lawful permanent resident status. Diversity Lottery Program The U.S. government also admits about 20,000 Cubans each year through a visa lottery program. To qualify for the Diversity Via Program lottery, an applicant must be a foreign citizen or national not born in the United States, from a country with a low immigration rate to the U.S. People born in countries with high U.S. immigration are excluded from this immigration program. Eligibility is determined only by the country of your birth, it is not based on country of citizenship or current residence which is a common misperception that applicants make when applying for this immigration program.