Ontella Picdeck Case Essay

Customer persona is a conceptual and fictive character of who could be the typical customer. Shorter, it gives us a â€Å"realistic† kind of customer (with socioprofessional situation, sex, age, etc †¦). Of course it’s possible to have several customer persona (like in the Ontela case study). A user persona is a representation of the goals and behavior of a hypothesized group of users. 2-Which segment(s) should Ontela target? We are comfortable choosing the young professional, I also consider the parent a viable segment. The young professional will definitely utilize the service in their business and will see the value to carry over use for personal photos thus increases their usage and dependency of the service (or vice versa). We think given the age group of this persona they will be quick to adapt to the new technology once they commit to using it. Once they commit to using it we believe it will be something that will be difficult for them to give up so they will be a regular customer. However, we are concerned about the number of potential customer in this persona. We wonder how many 27 year olds are like Steve when he mentions he was â€Å"the last of his friends to get up on the latest technology†. 3-Based on feature/benefit analysis, what positing statements are likely to be appropriate for each of the customers? SarahSteveRegina How much do customers in the segment want/need the product/service ?2/53.5/55/5 Most attractive ontela featureeasyUseful-easyFast-easy Most attractive benefit for the consumerSave precious momentDoing business faster from everywhere to every placeShow pictures Value to Ontela and partners Segment size This kind of people is outdated about technologies, especially in phone domain. They prefer to stay with their habits because they finally learned how to use it. If they change, the old phone has to be broke (and often, they try to find the same phone or a similar one) or it has to be really easy. Ontele promise their software is easy but we can not say the same about the support (the framework). USA : 10 millionSteve is not a user of new tech but he knows it. Today, we can assume that a young professional of 27yo has to have new tech because it’s really useful for their work (especially for estate agent) and because to have a smartphone gives entertainment. USA : 10% of 153 million = 15.3 million (actif)Regina is the typical girl of Z generation. The girl who has its own iphone, from a middle class. She is always connected thanks to internet and mobile internet. She is able to better know all new tech that can serve her easier, faster, more usefull. USA : 20 million Willingness to payWill think about the family budget before the allWill have the ability to pay easilyPocket money Note: As we can see, Sarah is not this kind of target who will go on internet to search information (because she doesn’t know really how to use it), and as she has no smartphone with appstore, it’s impossible to target her by this. About specialized magazine, she will be not interested as much. And about specialized TV/radio program, she cans be targeting but it will be a pure hazardous. So it will cost a lot if we decide to touch her, even if the product currently gives a response to her demand. Steve has knowledge in IT and is ready to change its mobile phone. So he will access to appstore, search information on internet, his colluagues already use their cellphones to send pictures. So he will be easy to touch. 4-Identify the key themes that should be emphasized in the messaging for the PicDeck service to your chosen target. Chosen target : Steve, the Young Professional After the segmentation market, Ontela Pickdeck target will be Steve, the Young Professional. The Ontela Pickdeck’s offer and the Steve’s profile are linked. For us, Steve is the best target. Steve is 27 years old, he is â€Å"cool† and a young active adult desiring to connect with friends. Steve is a â€Å"hardworker† who knows the new technology and who uses very often the new technologic communication for his work. It is a easy target to approach because he needs this type of application to simplify his lifestyle and his work. For Steve, the essential key themes should be â€Å"professional† and â€Å"easy to use†. Professional : -You can use their phones to take pictures of houses to save and send instantly to clients. -You can be linked all the time with clients and colleagues with cellphone. -â€Å"He uses email at work, but prefers the phone†. Now with our product, he will can use only the phone for his work and to be attentive to his clients everytime even on the road. Easy to use : -If your phone is lost or stolen, your pictures are safe. -Every picture you take on your camera phone is emailed to you, automatically. -Sets up on your phone in about one minute. -There is nothing to learn or remember†¦ just take photos and pic sender delivers them automatically. -Easy delivery to your email, your PC, and your Photobucket, Yahoo! Flickr, Snapfish or Google Blogger accounts. To approach better Steve, we have chosen some promotion supports. Application Store : – It is needed for us, to have an application on the Apple Store and Android to download the product and to promote more efficienly thanks to a famous site. Internet : -Ontela PicDeck’s Site -Ontela PicDeck’s Facebook (connected with people of social networks) -Technologic sites about new technologies -Blogs Specialized magazine : -Magazine Immobilier -La vie immobilià ¨re -Immoxia -Phone press, application magazine WOM : With all his colleagues and the real estate world. This type of product can change the real estate agent work. 5-What are the risks of using qualitative personas to select target customer segments? The main risk by using it is that customer personas are just a representation of a typically customer and only linked with the product or the company. It doesn’t care about the geography, sociocultural differences, etc †¦ The other problem is that qualitative personas don’t show the quantity of customer and so the real potential of a group of customer. We cannot know how much â€Å"Regina† are in the segment targeted. Shorter, the problem of using qualitative is that it’s just an assumption without quantitative evidences and no descriptives. The firm risks to target their customers only linked with their personas â€Å"There’s no quantitative evidence. The most common pitfall in persona creation occurs when someone asks, â€Å"How can you be sure all our users are like the few you talked to?† Qualitative personas are based on the idea that you can talk to a small number of users and see patterns that apply to all of your users. In other words, the risk of being wrong is higher compared to having a large sample size to back you up. If your stakeholders need quantitative evidence to buy into your process, they’ll disregard your personas as a creative but ultimately unreliable tool. Some people simply need the â€Å"proof† of hard data. And who can blame them? If you’re going to be making critical business decisions based on these personas, you better be as certain as possible of their accuracy—and be able to persuade others. Existing assumptions don’t tend to be questioned. You know your business, and you have assumptions about who the users are and what they need. When any person interviews users, he or she inevitably brings those assumptions to the research. The result: People find what they’re looking for. Subconsciously, people look for the things that backup their own assumptions, so that instead of discovering surprises, they simply validate an existing worldview. Too often, their segmentation will look exactly like their original assumptions instead of being affected by the research. It won’t always happen this way, but it’s a serious risk when doing qualitative segmentation.†

Why is it that we spend our time on the most useless things?

Why is it that we spend our time on the most useless things? We keep on hoping that somehow, our efforts are all going to be worth it. We keep on surviving knowing that in the end we die. And the worst of these is the fact that we keep on falling in love even if we will eventually get hurt. Do you believe in angels? Well if you do, how would you feel if I told you that there aren't any? What would come into your mind if I told you that angels do not exist? Will you hate the one who told you of them, just in case? It doesn't really matter what you believe in. What matters is that you know how you feel and that you'd stand proudly for your principles. And the most important thing is that you learn to accept the ideas of others no matter how much they might contradict yours. Keeping that in mind, I'd like to share an idea I have regarding these supernatural beings. Although I know it might be a total contradiction to a whole lot of standards set by the world, I still am hoping that you might find it worth your fancy. Life? What is it? You can't see it neither can you grasp it. You can't even control it. So why is it that we spend so much time trying to achieve longevity knowing that the future is uncertain? But is it really how long we live or how we live? To make the best out of every moment is the best way of taking advantage of such a situation. When would you most probably have your first experience of true love? It might sound corny but it's true that all of us would definitely come to that point. Why is it so difficult to expound on something that you would understand subconsciously, but can't find the right words to explain it? High school was rough. It might sound unbelievable but it's true. I couldn't hardly breath the first time I got in through the iron gates. I felt the weight of every eye scrutinizing my form. I guess it would appear to be nothing more than an example of a hyperbole. But the thought of all the prejudices being made about you is enough to make you feel uneasy. My freshman year isn't worth the time recounting. However, during my second year in school, whose name I care not mention, things took a different turn. Although it might sound like a total clichà ¯Ã‚ ¿Ã‚ ½ but my experience with this girl changed my life forever. How? I'll tell you in the simplest way I can. At first I thought she would just be another passing face. I did see her once during my first year. It was during a program where she received an award as the captain of her volleyball team after winning in the inter high school competition. I didn't even notice her. So, by now I guess you have an idea of how awkward it was for me to admit I liked her. To admit something that would mean weakness is definitely not my line. We became classmates as sophomores and that was the time I really gave her the attention she deserved. I mean she's smart, beautiful, talented and rich. It's her right to demand respect. Her genius truly gained my admiration. It was kind of funny how something so innocent as admiration could turn into something as cruel and evil as lust. Although lust was not the first feeling I felt. She intrigued me entirely. Her ways caused such curiosity within me that I took time to study her. I wanted to know her. I wanted to understand the way her mind works. However, she definitely did not feel the same about me at first. Actually, she could care less if I felt anything towards her. She never gave me the slightest bit of attention she could spare. In fact, she didn't spare any at all. I could never really ask for any considering the fact that the law banned my deep admiration for her. Unfortunately, I have to leave this portion up for you to find out just how much trouble I was in. Another aspect of my humanity was about to be revealed. My body began to change rapidly as though I were taking some sort of drug. However, I did not let this get in the way of achieving my goal. I wanted supremacy, power and most of all, her. These changes never did cause that much trouble until my unfortunate demise came to pass. I wanted her so much that I broke all the rules and told her of how I felt. At first, I thought she felt at least a tiny bit of love for me. But my suspicions were proven wrong. She hated me for it. She even thought it was a joke. She made my disclosure nothing more than a laughing matter. And for this, I hated her. She tore my soul apart. She stepped on my ego like it was nothing more than a rag. I felt the rage burning up inside me. I wanted revenge. The night after the incident, I felt something inside me begin to swell. I felt a burning sensation in my back that seemed to consume my entire being. The combination of my broken heart and the excruciating pain made me want to die on the spot. I had nothing to live for anyway. It seemed like all those years of strife were for nothing.

FramptonHolis Essay Example | Topics and Well Written Essays - 750 words - 1

FramptonHolis - Essay Example Subject to the scope of the exhibition and the limitation of time, the author had to change his plans and stay in Ohio for another day. This introduced an impromptu. He later learnt that the flight that would otherwise have taken him inbound from Minneapolis collided in midair over Staten Island with another aircraft (Frampton 49). The reading introduces the only survivor of the crash, a ten-year-old boy who fell two miles into the streets of Brooklyn (Frampton 49). The author presents the aspect of photography by introducing a newspaper photograph of the survivor, which depicted a broken child, surrounded by ambulance attendants and police, lying on the pavement in front of the Pillar of Fire (Frampton 49). The author related that photograph and the impromptus with Edward Weston where he was wondering just like that many photographers whether Weston tried to kill him or save his life. He claims that many photographers over the past thirty or forty years encountered the same feeling (Frampton 49). The reading relates photography and the survival of the young boy with the aspect of sainthood where he claims that only a few hundred saints remain in the world. The reading notes that the continued refusal to address one to questions about ones work derives the aspect of sainthood. Nevertheless, a few crazy saints like the Mark Rothko, Mechtild von Magdeburg, and Alban Berg, Mechtild exist (Frampton 50). Saints relate with artists and saints are of interest to everyone who seeks to join sainthood while Heresiarchs are chiefly of interest to other heresiarchs (Frampton 50). Furthermore, the reading asserts that if photography has produced a saint, then that saint must be Edward Weston who is a manly and businesslike saint like Ignatius Loyola (Frampton 50). The reading addresses photography by asserting that it is possible to strip painting of everything but its own specification while it would seem impossible to strip the photograph in

Methods Of Employee Evaluation And Their Effectiveness Case Study

Methods Of Employee Evaluation And Their Effectiveness - Case Study Example In the first interview, the first step the supervisor needs to familiarize the new employee with the kind of duties they will be required to perform. The next step will be introducing him or her to the other workmates. Lastly, he tells them of the expectations required of them and the company’s policies and code of conduct (Watkins & Leigh 2009). His plan for the day involves ensuring that there are sufficient cleaning materials, that each employee is transported to the place of work and lastly ensuring that all cleaning duties are completed to the client’s satisfaction and in time. The method of evaluation he uses mainly involves punctuality, the completion of duties on time and the feedback he gets from the clients. He describes that work in the 21st century is full of challenges due to the many personality types he has to deal with daily. The work is also complicated by the social-economic demands of the workers in hard economic times. On the other hand, the second supervisor who deals with a non-recruitment work takes the first day to understand the employees’ strengths and weaknesses so that he can assign him the most suitable workstation basing on those attributes. Familiarizing them with the workplace and their responsibilities is also critical. The work plan in a security company is clearly laid down so there is no need for daily preparation. Since there are clearly defined roles, my work is to ensure that they are strictly followed. In this kind of work, the most efficient way to carry out evaluation is by the punctuality of the employee. Another way is how they relate to the staff and clients of the bank. In the business of a security company, how you handle the employees is important as they can be easily poached by other companies. He overcomes this challenge by providing strong leadership and caring for the needs of his employees.

International Financial Reporting Standards Research Paper

International Financial Reporting Standards - Research Paper Example Adoption of International Financial Reporting Standards and efforts to converge United States GAAP and Global Standards will provide a framework for conformity of global financial reporting principles (Ernst & Young 15). The international financial reporting standards will enhance the comparability of corporations internationally. The new system will provide investors and shareholders with better monetary information of various organizations. The new system will assist investors to acquire dependable information of firms with international operations. Investors need firms’ details, which are more dependable, timely, pertinent and comparable across economies (Needles & Powers 48). As an investor or user of financial reports, the new system will reduce the costs I incur while investing and will increase the quality of information I receive. As an investor, my investment confidence will increase as a result of superior transparency among diverse companies’ monetary reports . This will increase my willingness to purchase the company’s securities. The new system will enable me to compare and interpret monetary information of different companies around the globe. This comparability will assist me in allocating assets in my investment portfolio. The comparability of monetary reports of various firms around the globe will increase trade in the international capital markets. The outcome will be an integrated global capital markets and simplified cross boundary investment. In the long term, there will be an enhanced liquidity in the financial markets and the cost of finances will reduce. The foreign capital inflows will increase since the companies will have access to global financial markets. The increase in foreign capital flows and reduction in cost of finances will stimulate investments within the country. Increase in investments will increase the productivity of the economy, and this would result to economic growth and development (Shamrock 65). Economic development will benefit me by augmenting the standard of living of the citizens. As a borrower, I will benefit from the low cost of credit, thus enabling me to finance my investment projects. The new system will reduce the costs of financial reporting, since companies with global operations will prepare monetary reports using a single standard. Multinational Corporations may save a significant amount of cash through circumventing the costs of translating their financial declarations into numerous local financial exposure principles (Shamrock 68). Reduction in costs of monetary reporting may result to low prices of services or products provided by firms, and as a consumer, I will benefit from the low prices. Walton notes that the new system will enable multinational corporations to analyze their competitiveness in local and worldwide markets. This will increase competition between these multinational corporations. Increase in competition will enhance the quality of services and goods provided by these firms. In order to acquire a competitive benefit, these firms may services and products as cheaper prices (Walton 87). As a consumer, I will gain from high quality of services and product and low prices. Monetary reports compiled using a single set of accounting standards help investors in evaluating various investment opportunities. Evaluation of financial repor

Impact of sexual abuse on children Essay Example | Topics and Well Written Essays - 250 words

Impact of sexual abuse on children - Essay Example It also establishes the effect of gender of the abused on the perpetration of sexual abuse (151). This study is important in psychology because it contributed to the expansion of the knowledge in the field and strengthened the theories on previous researches on the psychological effects sexual abuse has upon children and adolescents. The children have low regard on themselves or hostile and aggressive. Their behaviors manifest on both extremes. They are also afflicted with â€Å"negative developmental outcomes† such as depression, low self-esteem, anger, promiscuity, etc. (152). Sexual abuse affects the mental outlook of the abused towards themselves, other people, the institutions and society in general, especially for those who experienced it regularly or for a longer duration (152-153). Interview is a qualitative approach used in social sciences, but it is the primary research method utilized in gathering data for this study. However, the data gathered from the subjects wer e analyzed using quantitative parameters. Thus, it can be said that the research design used both qualitative and quantitative research methodologies. The quantitative approach is used to quantify the information gathered from the subjects (e.g. frequency of commission). Through interview, the trained interviewers asked the subjects the frequency of experiencing certain acts such as the number of times an adult has touched or kissed him or her sexually (162).

Antitrust Laws Coursework Example | Topics and Well Written Essays - 1000 words

Antitrust Laws - Coursework Example The price based competition results in exploitation of the customers whereas; they will not have cheaper products on their disposal. The process of research and development will become hindered as the monopolist does not need to develop new products because of the dying competition. Additionally, the term merger is used to define a contract in which two or more companies decide to construct a new one while, all of them become as one after the due process is complete. The acquisition on the other side involves a deal in which only one company loses its identity in order to become the part of another. In summary, one company buys another to become more prominent in the competition zone (Weber, Shenkar, & Raveh, 1996). Following section runs an analysis about effects of external environment on management’s decision making: - 1. Political Environment: - The political environment of the country encompasses the nature of government and stability of political atmosphere is also necessary for businesses to flourish (Boddewyn & Brewer, 1994). The national systems that are unstable do not offer good business environment. Additionally, the governmental policies radically change as well. In this kind of mechanism business management must resort on use of intensive risk management techniques. 2. Social Systems: - The social and cultural systems of the country govern the ways in which people relate to each other. The organizations need to blend in the system so that the customers and other stakeholders should consider them as their own (Dowling & Pfeffer, 1975). 3. Ethical Climate: - The organizations while operating in a specific national system require adapting to the cultural sense of right and wrong in order to avoid the possibility of committing a wrong just to repel all of the society (Payne & Raiborn, 1997). There is a significant difference in collective and individual cultures. The organizations have to

BUS 401 CA MOD 2 Essay Example | Topics and Well Written Essays - 500 words

BUS 401 CA MOD 2 - Essay Example Starbucks, being an international firm might consider factors like geographical variances, cultural differences, regulations of host countries, and market conditions as they intend to export the business to foreign regions. According to Pahl (6), selection of business area, scope of business place, ways to attract customers, and speed and accuracy of business moves etc, are the inevitable factors that an international company should take into consideration while planning to expand its business to new regions. As Starbucks had increased its business areas by launching a number of subsidiaries globally it faced the risk of exposure. Eventually, the company reduced its subsidiaries in USA and exported the business to China. The decision was appropriate that made Starbucks coffee one of the most popular coffee brands among the Chinese people (Fowler). Moreover, Starbucks’ downsizing in the USA and the new Chinese focused business brought remarkable changes in their financial reports. â€Å"The company’s net profit for fiscal year 2008 plunge 53 percent from 2007 to 315.5 million US dollars† (China Daily). More than 70% of the Starbucks’ business is spread in China; and subsequently, the lion’s part of its revenue is derived from the same market. Starbucks had its own unique strategy to enter the Chinese market. For instance, they undertook social responsibility programs as one of their entry level tactic including many charitable works favoring Chinese soci ety. Therefore the Chinese government affectionately welcomed Starbucks’ project home. However, the advent of Starbucks caused the peril of several traditional Chinese industries that prompted the government to initiate certain regulations to control Starbuck’s business operation in China. Therefore, Starbucks declared a $5 million educational program for the well being of the new generation. The Starbucks constituted a committee consisting of Starbucks executives and Chinese

Letter of Proposals on Improving Employees Productivity Case Study

Letter of Proposals on Improving Employees Productivity - Case Study Example Employee morale is at an all-time low manifested by resignations, tardiness, low productivity and other employee behaviors that indicate disinterest in their work and company. This is dangerous for the company because it undermines its competitiveness and viability as a business organization. The Research Plan There is an obvious need for management problem to address and arrest this issue among the company’s human resource. For the management implement to be effective however, we need to know what is/are the root cause/s of the employees’ discontent or disinterest with the company and their job. There are two strategies that I intend to use to get feedback and information from the employees. First is the anonymous survey so that employees can honestly provide information about their disenchantment about the management and second, through focus groups that will be conducted by a third party consultants so that employees will not be encumbered by management presence that would prevent from disclosing what they really think and feel. These combined tools will allow the management to double check consistency of findings that will help in determining the real cause of employee’s disenchantment with the company. ... sult of survey Consultant begun their focus group discussions August 2-14 Interpretation of survey results Interpretation of focus group discussions August 16-22 Drafting of report of both the survey result and focus group discussion August 23 Submission of report of the cause of employee morale and recommendation of course of action to address this issue. Qualifications I have taken classes in human resource that focuses on employee motivation and how it relates to performance and productivity. I have also attended leadership workshops on how to make people tick and on how to bring the best of them. I have taken finance classes and I am well aware how low productivity can affect the company’s position in the market. I had some marketing class and know how a poor product can affect the company’s competitiveness. I also taken some summer jobs and is well aware on how employees respond to management implements that they tend to work better if they are motivated. Conclusio n Being in the management, I am certain that you are well aware of the employee’s poor performance and high attrition rate. This proposal does not only intend to determine the root cause of such problem but will also find solution on how the management can address this kind of a problem. The methods applied in determining the root cause of our employee’s problem can also be verified by comparing the consistency of results of the two methods that will be used – survey and third party consultant focus group. The proposal is also time efficient that could produce the necessary information about the issue and its recommendations in less than two months. In effect, the proposal will allow the management to formulate plan of action/s in less than two months. This will put the management in a better

The Major Media Types for Advertising Essay Example for Free

The Major Media Types for Advertising Essay Advertising Advertising Advertising is any paid form of nonpersonal presentation and promotion of ideas, goods, or services by an identified sponsor. There are three goals of advertising. These goals are to: Inform, Persuade, and Remind. The major media types for advertising are: Newspapers, Television, Direct mail, Radio, Magazines, Internet, Outdoor (billboards, blimps, etc. ), Yellow pages, Newsletters, Brochures, and Telephone The traditional conceptual model for creating any advertising or marketing communications message is the AIDA Model: get Attention, hold Interest, arouse Desire, and then obtain Action. The AIDA Model John Caples, one of the greatest copywriters of all time, provides us the following principles (although he was talking about direct response marketingmore about that laterthe wisdom is directly relevant to all forms advertising) when it comes to communicating an advertising message: Caples Principles: * Get attention * Hold attention * Create desire * Make it believable * Prove its a bargain * Make it easy to buy * Give a reason to buy now An even newer paradigm, according to some, is Interrupt, Engage, Educate and then Offer. In any of these models, the first step is to somehow get a persons attention. It should be noted, however, that there is a growing trend of consumers being more resistent to advertising messages and less open to marketers communicating with them without their expressed permission. As such, advertising models are continuously evolving due to an explosion in media outlets and shifting public opinion. As new communications channels expand at a fast rate, advertisers are exploring the new media options at a rapid pace and exploring new ways to reach an often fickle target audience. How do we do that? In my opinion, there is one overriding rule that should guide all advertising: Tell omebody something helpful to them and make sure they are receptive to your message in the first place. Also, do not underestimate the importance of strong copy or content and do not overestimate the importance of graphic design/creative. Whether writing copy for print ads, a website, a Youtube video or writing a script for television, radio, or multi-media presentations, a strong headline is the most important element of the advertisement. This is the element of the message that needs to quickly connect with people and pre-communicate some benefit that is reasons. The headline: * Attracts attention Communicates a strong benefit * Appeals to the self-interest of the reader. It answers the question, Whats in it for me? * Sets the tone for the offer * A headline acts like a marquee does for a movie theater and selects the right audience. Advice to copywriters: When you are assigned to write an ad, write a lot of headlines first. Spend hours writing headlines or days if necessary. If you happen to think of a headline while walking down the street or while riding the bus, take out pencil and paper and write it down. John Caples On the average, five times as many people read the headlines as read the body copy. It follows that, unless your headline sells your product, you have wasted 90 percent of your money. David Oglivy Once the headline has done its Job, then prospects are so engaged in what we have to say that we can educate and inform them about the benefits of what we offer so that they cant wait for us to tell them what next step they should take to learn more or get the product or service. Most advertising today falls short. Too much energy is spent on glitzy art or cool graphic design and the resulting ads absolutely fail in the first step of interrupting and capturing attention. Various Advertisement Exampl es

Self Efficacy And The Social Cognitive Theory Education Essay

Self Efficacy And The Social Cognitive Theory Education Essay This chapter is divided into four parts. The first part initially discusses the construct of self-efficacy in the social cognitive theory. Then, definitions and properties of self-efficacy, characteristics of high and low self-efficacious individuals, the sources of self-efficacy and the difference between this construct and other similar constructs are discussed. Moreover, the last section of the first part is devoted to the role of self-efficacy in second/foreign language achievement and proficiency in general and in specific skills. The second part is devoted to the definitions of language learning strategies and their classifications. Moreover, the role of language learning strategies in second/foreign language proficiency and achievement and the relationship between language learning strategies and self-efficacy are discussed in this part, too. The third part is devoted to the construct of anxiety in general and foreign language anxiety in particular. In this part, definitions a nd classifications of anxiety, the role of anxiety in second/foreign language achievement and proficiency and the relationship between foreign language anxiety and self-efficacy are discussed. The last part discusses the concept of listening comprehension and how it is related to the three constructs of self-efficacy, language learning strategies, and foreign language anxiety. 2.1 Self-efficacy and the social cognitive theory To understand the concept of self-efficacy better, one must consider the theoretical framework of social cognitive theory. Bandura (1986, 1997) considers the social cognitive theory as a theory of human functioning. Based on this theory, human functioning can be explained through the operation of three factors that interact with each other. One factor is what Chomsky refers to as cognition, and Bandura in the social cognitive theory refers to as personal factors. Another factor is what Skinner referred to as environment and the third factor is what Bandura refers to as behavior. Bandura (1986) believed in the concept of triadic reciprocality in the social cognitive theory. This refers to the interaction among personal, behavioral and environmental factors. Moreover, an individuals behavior is determined by the interaction of the above mentioned factors. In this theory, individuals are considered as proactive, self-regulating, self-organizing and self-reflecting rather than reactive o nes and controlled by biological or environmental forces. Based on the social cognitive theory, individuals have a system of self-belief or a self-system that enables them to control their actions, feelings, thoughts, and motivation (Bandura, 1986; Pajares, 1997). This self-system makes it possible for individuals to make choices, choose their courses of actions, self-examine the adequacy of their behavior, interpret the outcomes, develop beliefs about their capabilities, and store this information to be used as a guide for future behavior (Bandura, 1986). Bandura (1997) considered the practice of self-reflection as the most influential mediator of human functioning and among the most arbiters of self-reflection are perceptions of self-efficacy. 2.1.1 Self-efficacy and its definitions Bandura (1986) considers self-efficacy as the main feature in the social cognitive theory. Based on the social cognitive theory, self-efficacy is the primary determinant of an individuals motivation to act. Bandura (1986) defines self-efficacy as peoples judgment of their capabilities to organize and execute courses of action required to attain designated types of performances. It is not concerned with the skills one has but with the judgment of what can one do with whatever skills one possesses (p. 391). Besides Bandura, many researchers have provided different definitions of self-efficacy but most of them are based on Banduras definition. Delcourt and Kinzie (1993) stated that self-efficacy reflects an individuals confidence in his or her ability to perform the behavior required to produce specific outcomes (p. 36). Huang and Shanmao (1996) defined self-efficacy expectations as the beliefs about ones ability to perform a given task or behavior successfully (p. 3). Schunk (2001) considers self-efficacy as beliefs about ones capabilities to learn or perform behaviors at designated levels (p. 126). Moreover; Baron and Byrne (2004) identified three kinds of self-efficacy: Social self-efficacy, self-regulatory self-efficacy and academic self-efficacy. They considered social self-efficacy as the ability to maintain relationships, engage in social activities, and become assertive. They referred to the self-regulatory self-efficacy as the ability to be curious, think carefully, and avoid hi gh-risk activities. Finally, they considered academic self-efficacy as the ability to take part in learning activities, regulate the learning activities and meet expectations. 2.1.2 Self-efficacy and its properties Self-efficacy beliefs are not dependent on ones abilities but instead on what one believes may be accomplished with ones personal skills. Moreover, Bandura (1997) believed that there is a major difference between possessing skills and being able to use them in different situations. And that is why, different people with similar skills or the same person on different occasions may perform differently. Bandura (1997) mentioned that self-efficacy beliefs are distinguished from the skills one possesses, although they may be influenced by the acquisition of skills. That is why he assumed that self-efficacy beliefs are often better predictors of success than prior accomplishments, skills, or knowledge. For example, in educational settings, students self-efficacy mediates between the several determinants of competence (e.g., skills, knowledge, ability, or previous achievements) and their subsequent performances (Bandura, 2006; Schunk Pajares, 2001). Bandura (1997) mentioned that optimistic efficacy beliefs maintain and enhance motivation, and boost performance. Optimistic self-efficacy beliefs are instrumental to the successful completion of challenging tasks. These beliefs may increase effort and persistence and promote accomplishment in challenging circumstances. In academic settings, these beliefs seem to be necessary for attempting novel tasks or for learning new materials. He also stated that innovativeness requires an unshakable sense of efficacy to persist in creative endeavors when they demand prolonged investment of time and effort (Bandura, 1997, p. 239). Self-efficacy is not a fixed ability that individuals have or dont have in their repertoire of behaviors. But it is a generative capability in which cognitive, social, emotional and behavioral sub-skills must be organized and effectively orchestrated to serve innumerable purposes (Bandura, 1997, p.36). Bandura (1997) believed that the sense of self-efficacy influences individuals motivations, the goal they set, the effort they expend to achieve their goals and their willingness to persist in the face of difficulties and failures. For example, in an educational setting, students who have the sense of self-efficacy in their academic skills expect high marks on exams and expect the quality of their work to gain benefits for them. Another feature of self-efficacy is that it is task and domain specific. In other words, it refers to specific judgment of a specific situation and it is not a context-free disposition. A high sense of efficacy in one domain does not necessarily mean high sense of self-efficacy in another domain. And this is why measures of self-efficacy must determine the domains of action. In educational settings, self-efficacy beliefs are more specific and situational judgments of capabilities (Bandura, Barbaranelli, Caprara, Pastorelli, 1996; Bong, 2006; Pajares, 1997). In academic settings, according to Bandura (1986), self-efficacy refers to judgment of confidence to perform academic tasks or succeed in academic activities. Self-efficacy beliefs are also hypothesized to mediate the influence of other determinants of academic outcomes such as skills or past performance on subsequent actions. Efficacy beliefs also act in concert with other common mechanisms of personal agency such as self-concept beliefs, anxiety, and self-regulatory practices in influencing and predicting academic outcomes. Also, Bandura (1997) mentioned that in such settings self-efficacy affects students aspirations, their level of interest in academic work and accomplishments and how well they prepare themselves for future careers. He identified two types of efficacy in such settings: One refers to achievement in specific subject area such as language or science and the second refers to self-regulated learning and the extent to which an individual feels successful on tasks that generalize across academic domains. 2.1.3 High and low sense of self-efficacy Bandura (1997) stated that people usually tend to become involved in and perform activities that they judge themselves capable of managing, but they tend to avoid those situations that are threatening and they believe exceed their skills and abilities. In an educational setting, a learner is more likely to exert effort to engage in an assigned learning task when he or she sees him/herself capable of accomplishing it. When facing with difficult situations, those who have a stronger sense of self-efficacy tend to make greater efforts to deal with challenges. But those who have a lower sense of efficacy are likely to avoid engaging in a difficult task or even not try hard enough to accomplish the task. Avoiding difficult tasks leads to lower success and this, in itself, leads to even lower sense of self-efficacy. Based on the researches done in the area of self-efficacy, there are major differences between those with high and low sense of self-efficacy. High self-efficacious people exert more attention, effort and persistence in the case of difficulties than people with lower sense of self-efficacy. Those with high sense of efficacy work harder than their low self-efficacy peers. When those with low sense of self-efficacy fail, they often put the blame for their failure on everything except their own shortcoming. High self-efficacious people set more challenging goals for themselves than low self-efficacious ones. People with high sense of self-efficacy outperform those with low sense of self-efficacy and they employ more strategies to accomplish their goals (Bandura Locke, 2003; Latham, 2004; Locke Latham, 1990). Pajares (2006) reported that students with high sense of self-efficacy, regardless of previous successes or abilities, persist in the face of adversity. Moreover, these students are more optimistic and have lower stress levels and achieve more. Pajares and Schunk (2001) stated that the higher the sense of efficacy, the more energy and effort are used to keep trying tasks or situations that may be more difficult and challenging in nature. They believed that in educational settings, a self-efficacious student takes academic risks, sets goals for him/herself, compares him/herself to other peers, maintains routines, and keeps track of what works well and what doesnt regarding academic and social progress. A self-efficacious person may not have the highest grades in the class, but he/sh e believes in his or her own abilities to accomplish tasks, to find the right answer, to meet goals and often to surpass other peers. Schunk (1983) stated that a heightened sense of efficacy sustains task involvement and results in greater achievement and lower perceptions of efficacy lead to less persistence and lower achievement. Regarding the difference between high and low sense of self-efficacy, Bandura (1997) stated that self-efficacy beliefs influence individuals pursued courses of action, effort expended in given endeavors, persistence in the confrontation of obstacles, and resilience to adversity. Self-efficacious individuals will, therefore, approach challenges with the intention and anticipation of mastery, intensifying their efforts and persistence accordingly. These individuals rapidly recover their lowered sense of self-efficacy after enduring failure or difficulty, and attribute failure to insufficient effort or deficient knowledge. Students with a high level of self-efficacy perceive tough tasks as challenges. They also have higher motivation to conquer the difficulties and more confidence to accomplish demanding tasks. On the contrary, students with low sense of self-efficacy regard things as harder than they really are; they do not perceive their efforts can lead to better results, so they hav e less motivation to devote time to demanding tasks. He also stated that self-efficacy is a factor that can differentiate successful learners from unsuccessful ones. Eggen and Kauchak (2004) mentioned that students who have high self-efficacy are more willing to accept a challenging task, work harder, have a calmer disposition despite experiencing failure in the beginning, practice effective learning strategies, and generally generate better performance than students who have low self-efficacy, even if they have the same ability and skill. Finally, Bandura (1997) describes the feature of self-efficacious learners as follow: self-efficacious learners feel confident about solving a problem because they have developed an approach to problem solving that has worked in the past. They attribute their success mainly to their own efforts and strategies, believe that their own abilities will improve as they learn more, and recognize that errors are part of learning. Students with low self-efficacy believe that they have inherent low ability, choose less demanding tasks and do not try hard because they believe that any effort will reveal their own lack of ability (p. 3). 2.1.4 Self-efficacy and its sources People get their self-efficacy information from four different sources: Mastery experiences, vicarious (observational) experiences, verbal persuasions, and physiological reactions or states (Alderman, 2004; Bandura, 1997; Ormrod, 2003; Pajares, 2003; Pintrich Schunk, 2002; Zimmerman, 2001). The first source of self-efficacy is a mastery experience which is, according to Bandura (1997), the most influential source of efficacy information. Mastery experiences are prior performances that may be interpreted positively or negatively. Successful performances strengthen personal efficacy beliefs while failed performances undermine ones sense of self-efficacy. Successful performances lead to the anticipation of future success. Therefore, the information which is gathered from mastery experiences provides a reliable base from which one can evaluate self-efficacy and predict successful performance of future tasks. According to Palmer (2006), mastery experiences are the most powerful sources of creating a strong sense of efficacy because they provide students authentic evidence that they have the capability to succeed at the task. In educational settings or academic contexts, the previous success of a learner is the most influential source of self-efficacy beliefs. The second source of information for self-efficacy is vicarious experiences. It refers to the appraisal of ones own capabilities in relation to the accomplishment of peers. One can manage a task and foster the belief that he/she might possess similar capabilities by observing the success of comparable peers. Also, observation of the failure of a comparable peer can undermine an individuals perception of the ability to succeed. So, vicarious experience may affect efficacy positively or negatively. The third source of self-efficacy comes from verbal persuasion. It refers to the peoples judgments of others ability to accomplish a given task. Verbal persuasion is a weaker source of efficacy information in comparison to mastery or vicarious experiences. Verbal persuasion can be in the form of performance feedback or encouragement in overcoming obstacles. Positive verbal messages can lead to successful performances in future. On the other hand, negative persuasion can hinder the development of stronger sense of self-efficacy. The last source of self-efficacy information is physiological or emotional states of people such as stress, anxiety, or fatigue in judging their capabilities. Physiological and emotional states can lead both to an expectation for failure or enhancing beliefs for future success. According to Bandura (1997), high emotional arousal can undermine performance and people are more likely to expect success when they are not troubled by aversive arousal than when they are tense and emotionally agitated. Finally, it should be mentioned that self-efficacy beliefs do not come from a single source of the above mentioned information, but it is through the selection, integration and interpretation of information from these diverse sources that ones sense of self-efficacy is formed (Bandura, 1997). 2.1.5 Self-efficacy and similar constructs There are some constructs such as self-esteem, self-concept, and confidence that have fuzzy boundaries with self-efficacy or seem to constitute a conceptual overlap with it. The common feature of all these constructs is that they all refer to beliefs about perceived ability but what distinguishes self-efficacy from them is the idea that it refers to specific types of performance and explicit desired goals or results (Pajares, 1996). The main difference between self-esteem and self-efficacy is that self-esteem is a personal trait while self-efficacy is not. Self-esteem is a more emotional response to self while self-efficacy applies to specific fields of human behavior. Self-efficacy is the assessment of ones capabilities while self-esteem is the assessment of ones self-worth (Epstein Morling, 1995; Maddux, 1995). According to Zimmerman and Cleary (2006), self-esteem is an affective reaction indicating how a person feels about him or herself whereas self-efficacy involves cognitive judgments of personal capacity. They stated that self-esteem is not a predictor of academic performance while self-efficacy is. The main difference between confidence and self-efficacy is that self-efficacy is the belief in ones power to achieve certain levels of performances while confidence does not involve the persons power or ability to perform at a certain level (Epstein Morling, 1995). According to Pajares and Schunk (2001), an individuals self-concept involves evaluation of self-worth and it takes the cultural and social values into consideration. Self-concept has an indirect influence on performance while self-efficacy due to its task-specific nature can predict performance more easily than generalized measures of self-esteem, self-concept or anxiety (Zimmerman Cleary, 2006). Bong and Skaalvik (2003) argued that self-efficacy can be seen as providing a basis for the development of self-concept. Moreover, Pajares (2003) stated that writing self-efficacy is a significant predictor of achievement in writing while writing self-concept beliefs are not. 2.1.6 Self-efficacy and its role in achievement and proficiency Based on the properties of self-efficacy mentioned above, it seems that it plays a great role in determining individuals behavior in their daily lives and especially in educational and academic settings. In this part the role of self-efficacy in individuals achievement and proficiency will be elaborated and some major relevant studies will be reviewed. Some of these studies focus on the predictive power of self-efficacy in individuals achievement. Bandura (1986) assumed self-efficacy to be a much more consistent predictor of behavior than any other closely related variables. He mentioned that many students have difficulty not because they are incapable of performing successfully, but because they are incapable of believing that they can perform successfully, that they have learned to see themselves as incapable of handling academic skills(p. 390). Some researchers (e.g., Bandura, 1997; Pajares, 1997; Schunk, 1989; Zimmerman, 1995) assumed that self-efficacy, which is an individuals judgment about his or her abilities to perform a given task can be a better predictor of success than his/her actual abilities because they considered self-efficacy a critical determinant of behaviors. Some studies that have been done in the educational settings (e.g, Berry, 1987; Schunk, 1989) have shown that when learners have the same skills or they are at the same level of cognitive skill development, their performance can be different depending on their self-efficacy beliefs. That is why, Pajares (1997) stated that peoples prior accomplishments or actual abilities are not always good predictors of their subsequent success because the beliefs they hold about their abilities influence their subsequent behavior. But some researchers (e.g, Carmichael Taylor, 2005; Mills, 2004) warned that measuring self-efficacy in educational settings before the target skills are acquired cannot be considered as a good predictor of achievement. For example, in Mills (2004) study, self-efficacy was measured at the beginning of a semester when the participants had not acquired the required skills to perform the tasks. So, the result revealed that self-efficacy did not predict the final grade. According to Zimmerman and Kitsantas (2005), self-efficacy can better predict or explain subsequent performance when the students are familiar with the necessary skills to perform the task being measured. Schunk (1999) also warned that high self-efficacy beliefs will not produce competent performance if students lack necessary skills. For example, Chen (2003) found that the impact of students self-efficacy beliefs on their math performance was greater when they possessed underlying math skills. Multon, Brown, and Lent (1991) after doing a meta-analysis of self-efficacy research found a positive and significant relationship between self-efficacy beliefs and academic performance. Moreover, they indicated that self-efficacy was strongly related to student performance in a variety of subject matters. They reported that self-efficacy beliefs accounted for approximately 14% of the variance in students academic performance. Graham and Weiner (1996) found that self-efficacy beliefs more consistently predicted academic performance than other motivational constructs. Recently, several researchers (e.g, Maddux Gosselin, 2003; Skaalvik Bong, 2003) have shown that students academic self-efficacy is predictive of their study behavior as well as academic outcomes. Self-efficacy has consistently been shown to be positively associated with general academic achievement (e.g., Jackson, 2002; Lane Lane, 2001) and with performance in several specific domains, including math (Pajares Miller, 1995), and writing (Pajares, 2003; Pajares, Britner, Valiante, 2000). Some recent studies have found a consistent link between having a high sense of self-efficacy and achievement and the fact that efficacy beliefs are one of the most important predictors of motivation and performance (Bong, 2002; Pajares, 1996; Robbins, et al., 2004; Schunk Pajares, 2001). Also, Mills, et al. (2006) found that a stronger sense of self-efficacy leads to higher levels of achievement, greater willingness to face challenges and to exert effort. Many researchers indicated that self-efficacy has a stronger effect on academic performance than other motivational beliefs and it is found to have critical effects on various types of academic learning (Gibson, Randel, Earley, 2000; Linnenbrink Pintrich, 2002; Pintrich Schunk, 2002). Yazici, Seyis, and Altur (2011) found that self-efficacy beliefs are the most powerful predictors of academic achievements. Yang (2004) and Wong (2005) stated that students learning outcome is influenced by their perceived sense of self-efficacy. Moreover, Yang (2004) asserted that students learning attitudes, learning behaviors or even learning performances are affected by their sense of self-efficacy. Wong (2005) has shown that students performance can be facilitated by the enhancement of their sense of self-efficacy. Pajares (2002) mentioned that students academic self-efficacy influence their academic achievements in several ways. It influences the choices students make and the courses of action they pursue. In situations that students have free choices, they tend to engage in tasks about which they feel confident and avoid those in which they dont. It also helps to determine how much effort students will expend on an activity, how long they will persevere when facing obstacles and how resilient they will be in the face of adverse situations. Although considerable research has been done to study self-efficacy in educational and academic settings, most of these studies have been restricted to the domain of mathematical problem solving and languages other than English. For example, (Britner Pajares, 2001; Pajares Graham, 1999) found that perceived self-efficacy of the students mediate between their abilities and their academic performance in mathematics and science. Collins (1982) found that across ability levels, students whose self-efficacy is higher are more accurate in their mathematics computation and show greater persistence on difficult items than do students whose self-efficacy beliefs are low. Pajares and Graham (1999) aimed to determine whether mathematic self-efficacy makes an independent contribution to the prediction of mathematic performance when other motivational variables and previous achievements are controlled. They found that mathematic self-efficacy was the only motivational variable to predict mathem atic performance. Ayotola and Adedeji (2009) examined the relationship between mathematics self-efficacy and mathematics achievement. The result revealed that there was a strong positive relationship between mathematics self-efficacy and achievement in mathematics. The researchers concluded that self-efficacy beliefs are important components of motivation and of academic achievement. Jaafar and Ayub (2010) also found a positive relationship between mathematics self-efficacy and mathematics performance. In the case of languages other than English, McCollum (2003) found that the German language self-efficacy was a significant predictor of the semester final grade. In a similar study, Mills (2004) investigated the relationship between French self-efficacy in reading and listening and proficiency in reading and listening. The result of the analysis indicated that French reading self-efficacy was a predictor of French reading proficiency but French listening self-efficacy was not a predictor of proficiency in listening. Mills (2004) assumed that the failure of French listening self-efficacy to predict French listening proficiency may have been partly due to the fact that the critical task measure in the study-that is, listening proficiency test-possessed psychometric flaws. Recently many researchers have investigated the role of self-efficacy in foreign language settings and the role it plays in the achievement and proficiency in foreign languages specially English. Hsieh and Schallert (2008) examined the relationship between self-efficacy and attribution in a foreign language setting. In their study attribution referred to the explanations individuals give for their success or failure in a particular performance. The result indicated that despite failure in performing the given tasks, students reported the same level of self-efficacy as successful students when they attributed their failure to lack of effort. The researchers concluded that even when students reported having low self-efficacy, helping them view success and failure as an outcome that they can control may increase their expectancy for success and lead to successful experiences. Wang and Wu (2008) adopted the social cognitive model to investigate the role of self-efficacy on behavioral influences such as feedback behaviors and learning strategies and on environmental influences such as achievement. In the case of behavioral influences, the result indicated that self-efficacy was significantly related to students elaborated feedback behaviors and use of learning strategies. However, the results indicated that self-efficacy was not related to students academic performance. The researchers argued that this may be due to the domain specific nature of self-efficacy. They assumed that students who lack performance information or experience in the academic domain may form inaccurate estimation of self-efficacy and this may have been the reason why self-efficacy did not predict students achievement in this study. With regard to learning English, Huang and Shanmao (1996) found a relationship between self-efficacy of ESL students and their scores on the reading and writing sections of the TOEFL test. In a similar study, Templin (1999) divided the EFL participants into high and low self-efficacy groups and found a significant difference between the English proficiency of the two groups. 2.1.7 Self-efficacy and its role in achievement and proficiency in specific skills Some researchers studied the role of efficacy in specific skills of listening, speaking, reading and writing in English. Pajares (2003) in reviewing the predictive power of self-efficacy in writing found that writing self-efficacy makes an independent contribution to the prediction of writing outcomes and plays a meditational role that social cognitive theorists hypothesized. Moreover, he suggested that instruction in self-regulatory strategies such as goal setting, self-recording progress, revision strategies, and self-evaluating progress may increase both self-efficacy and writing skills. Shang (2010) investigated the impact of EFL self-efficacy in reading and reading proficiency. He found a correlation between EFL learners self-efficacy in reading and their reading proficiency. Recently, Sioson (2011) aimed to determine among the subscales of language learning strategies, beliefs about language learning and anxiety which one is the strongest predictor of performance in an academic speaking context. The result of multiple regression analysis revealed that only the motivation and expectation subscale of beliefs about language learning was the significant predictor of speaking performance. Woodrow (2011) indicated that self-efficacy is a powerful predictor of writing performance than anxiety. According to the finding of his study, highly self-efficacious students performed well in their English writing and showed desirable learning attributes such as exerting effort. Ghonsooly and Elahi (2010) found a positive relationship between the Iranian EFL learners self-efficacy in reading comprehension and their reading achievements. The researchers indicated that high self-efficacious learners performed better than low self-efficacious learners in reading achievements. They concluded that EFL learners self-efficacy is an important factor in the achievement of high scores in English language skills such as reading comprehension. Rahemi (2010) studied the self-efficacy of Iranian high school students. The result indicated that students majoring in humanities had a very weak English self-efficacy and held certain negative beliefs about their academic ability as EFL learners. Moreover, a strong correlation was found between their English achievement and sense of self-efficacy. Rahimi and Abedini (2009) explored the role of self-efficacy in listening comprehension of Iranian EFL learners and their listening comprehension test performance. According to the res ults of the study, there was a significant difference between high and low self-efficacious students in terms of listening comprehension. Moreover, self-efficacy in listening was significantly related to listening proficiency. In another study, Graham (2006) studied the role of efficacy in the development of listening skills and

Police Work And Related Fields :: essays research papers fc

Police Work and Related Fields CO-OP Christmas exam 1. The working conditions of a police officer can vary from   Ã‚  Ã‚  Ã‚  Ã‚  easy to stressful situations where the officers life and the lives of others are threatened. The officer must deal with these situations in the way they feel is best but sometimes the officer cannot deal with this situation on their own and they have to call in backup witch can help them deal with the situation. CHANGING IN THE WORK PLACE In these times of change many work places are finding it necessary to change the ways in which they do business. The RCMP for example are moving into a more community based policing. This makes the police more accessible to the community. In this new system the RCMP try to solve the problem if they are repeatedly called to the same home for domestic disputes they will stay for how ever long it takes to find the route of the problem, where as if they were to encounter the same situation their policy was to arrive in two minutes and stay for 20 minutes. This new program is the starting stages and already it has had great reviews and great public support, as it brings the police closer to the community. Another part of this community based policing is that there are crime prevention comities that are run by various community groups that have monthly meetings with the police. A police officer starts their career with on the job training and then they move on to become a constable where they must be able to relocate to any part of the country where they are positioned. In order for an officer to advance tier career they may have to switch divisions where their careers may excel. The work values for a police officer is to uphold the law, patrol assigned areas and maintain public safety. They also participate in public information groups and safety programs. 2. The nature of the work is always changing as crimes are becoming more and more sophisticated, as well as there is no set times that any crimes will happen so their jobs are always different. The job of a police officer is always different as they could be talking to various groups on any number of topics. They could also be testifying in court in relation to an investigation they participated in. Officers may also take calls on situations in which they can provide counselling to the caller until help arrives or provide necessary numbers of shelters and food banks. 3. The outlook in this field is good although an officer could go through the

Aids :: Free AIDS Essays

Aids The issue of HIV/AIDS has been a developing concern since the early 1980's. It is an issue that has sparked fear in everyone, but "society" has narrowed it down to certain people that can contract the AIDS virus. The stereotypical "AIDS" victim is not an IV drug user or a practicing homosexual; it is anyone, anyone who has unprotected sex, anyone who has had a blood transfusion in the past twenty years, or anyone who was innocently brought into the world by an infected mother. As unfair as it is, HIV/AIDS can attack someone whom society would have never "branded" as a stereotypical AIDS victim. This issue of HIV/AIDS needs to be addressed, and it needs to be addressed now. The epidemic of HIV/AIDS is on the rise in the state of Massachusetts. As many as 15,000 residents may be infected with the virus and not be aware of it and the majority of these victims are between the ages of twenty and forty. The only solution to this problem, as is the only solution to any problem, is preventio n through education. Of course it is easy to hand out literature and condoms to adults, but are they really going to listen? As a community, we can encourage HIV/AIDS testing, but will it be taken advantage of? Since these are adults being familiarized with HIV/AIDS, how to contract it, the consequences, and the raw statistics, they will probably disregard all of the information. Education on the issue of HIV/AIDS obviously needs to begin at an earlier age. HIV is spread most commonly by sexual contact with an infected partner. The virus can enter the body through the lining of the vagina, vulva, penis, rectum or mouth during sex. HIV also is spread through contact with infected blood. Prior to the screening of blood for evidence of HIV infection and before the introduction in 1985 of heat-treating techniques to destroy HIV in blood products, HIV was transmitted through transfusions of contaminated blood. Today, because of blood screening and heat treatment, the risk of acquiring HI V from such transfusions is extremely small. HIV frequently is spread among injection drug users by the sharing of needles or syringes contaminated with minute quantities of blood of someone infected with the virus. However, transmission from patient to health-care worker or vice-versa via accidental sticks with contaminated needles or other medical instruments is rare.

Virginia Woolf :: essays research papers

My Thought on Virginia Woolf There are many authors who have the ability to be one of the greatest writers of all time, but to my knowledge of books I believe the majority I read are excellent. Virginia Woolf to many, is a prominent writer. I wish I could say the same as well. I can not judge her writing for I have just began to study such remarkable essayists. I can state this, her ability to capture ones mind is unprecedented. She does it so well, it is almost natural. It is clear in all her writings she has the readers attention in full, while she explains facts in great detail. Even though she had a traumatic childhood, having manic-depressive illness, she is a brilliant writer. In her essay, Thoughts on Peace in an Air Raid, she says, "We are both prisoners tonight—he boxed up in his machine with a gun handy; we lying in the dark with a gas-mask handy. If we were free we should be out in the open, dancing, at the play, or sitting at the window talking together." She was told they were free, but they were still locked in their houses occupied with fear, every hour the thought of death progressing in their head. This is an example of great imagery she uses in explaining an event. In the same essay she has many more examples of imagery, more than can be expressed. I am beginning to believe she is as remarkable as people say. The more and more I read her writing, the more I began to believe this. She grabs my attention faster and more intensely than any other essayist. Many people believe her writing style is hard to comprehend, which I can understand why. This allows her examples of imagery to go far beyond other great essayists. Her vocabulary is exceedingly more advanced and at a higher pace than of my own. It gives me the opportunity to learn such vocabulary and to use in oral communication. This paper has given me the chance to learn more about

Aqa Food Anthology Essay

Compare two texts from the Anthology, which present different views about what we should eat. Text 9 is a newspaper article by John Torode on ‘Why we should all eat red meat’ that vibrantly explores the issue of eating red meat and with a ‘meat lover’ perspective fighting a passionate argument against the ‘bad boy of British culture’ reputation meat has. John Torode is a well-known celebrity chef and his picture endorses the article with a sense of knowledge and character smiling for ‘the culmination of his love of beef’. This article is written to reach out to the general public, more so to the health conscious and the skeptics to persuade and guide through to a new way of thinking towards eating red meat and food in general. A very similar purpose is seen throughout text 11, the Vegetarian Society websites ‘Seven simple steps to going- and staying- vegetarian’ which aim to guide prospective vegetarians to the ultimatum of ‘you are vegetarian’ through the use of enabling and reassuring lexis. In text 11 the text is clearly set out into seven steps that are structured to coincide, following an order to which a structured plan flows like a timeline- building up confidence and experience to the reader with the desired effect of easing them in to the direction of becoming vegetarians. This is almost like an instruction manual and by the text being set in steps it is easy for the reader to digest. In comparison the structure of text 9 does not use bullet points but instead is presented in prose, which allows for story telling. Even though the texts are structured differently they are both still informative, instructive and possibly persuasive. Language techniques are chosen carefully to create these types of texts. For instance, Torode uses narrative and inclusive language. Torode begins by using first person pronouns: â€Å"When I first moved†¦Ã¢â‚¬  in his anecdote of his experiences with meat, this creates a personal, colloquial effect almost as if he is revealing himself to you making him more likeable and warm, and this is consistent throughout the text as he carries on telling us how he’d â€Å"been raised on the stuff† making him seem like a ‘down to earth’ guy who the reader can connect with. Later on in the article Torode employs inclusive language: â€Å"Why? Because we eat too much†¦Ã¢â‚¬ , in this example Torode also uses rhetoric possibly with the purpose of persuading as it makes the reader think and is a transition to his argument to why this is true. To end the article Torode slips back into the more personal first person narration much like the formalities of a conversation. There is a change of direction in the text from the anecdotal and friendly tone to where he gets serious and then back to very personal and reassuring- this is all formed to be persuasive as the personal address is comforting and the serious facts are used to further persuade the reader. The â€Å"Seven Steps† lack some of the fore mentioned techniques. What can be seen instead is a third person narrative throughout the article, thus making it sound less personal but more instructive and informative. The writer uses a brisk selection of lexis making the sentences and whole body of text shorter than text 9. Even though this text is significantly shorter it still manages to come across as concerned and helpful: â€Å"or borrow one from your local library†, here its almost like a whisper as if the voice is matched to someone friendly doing you a favor. So even though text 11 is not as colloquial and expressive as text 9 it still uses language in a way that makes it seem slightly informal, neutral and relaxed for the effect of seeming reassuring and therefore persuasive. For example the personal caption under the picture of the woman also uses first person pronoun â€Å"I gave up meat†¦Ã¢â‚¬  and even uses informal language such as ‘veggie’ to seem relatable and also down to earth- just like Torode is trying to sound. This is seen in both texts as a technique to warm to the reader and draw their interest. In text 9 we see a consistent use of expressive lexis which displays passion from the narrator as he tells us ‘we ate platters of it’ and ‘I loved it’. He tells us about â€Å"my love affair with beef† using an array of adjectives (â€Å"large, smoky, well marbled join of beef†) and alliteration (â€Å"succulent steak†) to entice the readers imagination and glorify meat in support of his argument of â€Å"Why we should all eat red meat†. Combined with the use of  hyperballys and negative exaggeration (â€Å"cholesterol overdose†) when speaking of the opposing argument it radiates a consistent sense of passion backed up by authoritative facts. All in all creating a very impressive, persuasive argument. How the Vegetarian Society’s ‘Seven simple steps’ does try to persuade and guide the reader is quite different from the ‘why we should all eat red meat’ article in terms of language use. As it is a step-by-step guide it doesn’t include a personal story or emotive language like in Torodes article. Instead it uses imperatives and suggestions, (â€Å"try something new†) in every step and modal verbs throughout in a simplistic manner. Perhaps because it doesn’t need to be as persuasive since it is aimed at the already prospective vegetarian and therefore it is not opinionated or overly patronizing in any way. The effect of this is that a calm tone is created and each step simply guides the reader- the persuasion is much more subtle. Whilst language is chosen to include and instruct it is also chosen to discriminate against the opposition to eliminate possible doubts and reassure the reader, this is used in both texts. In Torode’s article he declares, â€Å"Uninformed customers still worry that†¦Ã¢â‚¬  here it mocks those who worry about BSE and what it might do. A superior stance is taken here in order to persuade. In text 11 it is strikingly similar as it tells the reader â€Å"don’t be put off by†¦ ill-informed scare stories† from â€Å"people who know very little about their own health†. Both of these bias declaratives are used to- once again- effectively comfort and assure the reader. Although not so inclusively as text 9, text 11 uses celebrity endorsement in the form of a picture of â€Å"Sir Paul McCartney† a ‘musician and vegetarian society patron’ almost like a figure head that is encouragement for readers to think that it is more acceptable to follow the views of what we should eat according to them because these famous people do. The rhetorical question posed by Sir Paul apparently, captioned below the picture is a touch to make the reader think, the words sound wise and are placed there to enliven such thoughts to the reader. This is also seen in text 9 towards the end of the article when Torode very personally tells us â€Å"My family eats†¦Ã¢â‚¬ Ã‚  which he makes very personal even telling us his children’s names. Torode is using himself as a figure head to the views on ‘what we should eat’ as after all he is this celebrity chef and if it is good enough for his family- it should be good for us? In conclusion the texts argue completely different views on what we should eat but the sought effect on the reader is very similar and this is why there are similarities in the way the texts both try to persuade. They are both different types of texts and therefore the language, tone and techniques vary- text 9 uses a more personal and complex approach in the form of a personal narrative to persuade the reader and create an impressive argument, whilst text 9 is a much more simplistic and subtle informative text. They are both consistently persuasive and lead to the final purpose- of leading, encouraging and informing the reader through a set of steps or a structured narrative to a new view of what we as the reader should eat. Even though Text 9 is more opinionated both texts are still biased arguments with mainly the purpose of persuasion. I think both texts are very suited to their purpose and although look and are different they interestingly use language for a very similar purpose.

Wacc for Fedex Corp.

Preface First of all, I would like to thank Ms. Thuy for her enthusiastic guidance and response all of questions to help me complete this exercise easily. Simultaneously, thanks to her professional lectures on class which also build me with deep understanding of how to access and deal with problems in financial management so that I can complete this report. All of the data is collected through 2 website: http://finance. yahoo. com/ and http://www. finra. org/ I. ABOUT FEDEX CORPORATION: FedEx Corporation is a holding company.The Company provides a portfolio of transportation, e-commerce and business services under the FedEx brand, originally known as  FDX Corporation, is an American global  courier  delivery services company headquartered in  Memphis, Tennessee. FedEx Corporation is a Delaware corporation, incorporated October 2, 1997. FDX Corporation was founded in January 1998 with the acquisition of Caliber System Inc. by Federal Express,  the world's  largest airlineà ‚  in terms of freight tons flown and the world's fourth largest in terms of fleet size, delivering packages and freight to more than 375 destinations in nearly every country each day.With the purchase of Caliber, FedEx started offering other services besides express shipping. The  Standard Carrier Alpha Code (SCAC)  is a unique code used to identify transportation companies. It is typically two to four alphabetic letters long. It was developed by the  National Motor Freight Traffic Association  in the 1960s to help the transportation industry for computerizing data and records. FedEx's codes include: * FDE – FedEx Express * FDEG – FedEx Ground * FXFE – FedEx Freight * FDCC – FedEx Custom Critical II. STATISTICS AND CALCULATION: 1. Summary  statistics:Accroding to the collected data: There is one non- callable bond issues of FedEx Corporation (FDX) in the ten-year maturity which is FDX. GD, use its yield of maturity as the pre-tax cost of debt. * Market value of equity: 34. 3 billions in USD * Value cash: 34. 02 billions in USD * The beta is 1. 32 and risk-free rate is 2% * A market risk premium of 5% and tax rate of 35% 2. Estimated equation a. The market value of debt: Using the collected data in the appendix 3, the market value of debt can be easily calculated: The market value of FDX’s debt = $250,000,000*105. 08%+$750,000,000*130. 704%+$239,000,000*131%=$1,557,390,000 * Total value of the firm = Total of market value of debt and equity =$34,300,000,000+$1,557,390,000=$35,857,390,000 b. The weights for FedEx’s equity and debt: Weight for equity =34,300,000,00035,857,390,000=95. 6567% Weight for debt=1,557,390,00035,857,390,000=4. 3433% 3. Apply the CAPM to Calculate GM’s WACC Cost of Equity = Risk-Free Rate + Equity Beta * Market Risk Premium =2%+1. 32*5%= 0. 086 Effective Cost of debt = Rd1-Tc=5. 89%1-0. 35=0. 0376 WACC is the average of the costs of these sources of financing, each of which is we ighted by its respective use in the given situation. By taking a weighted average, we can see how much interest the company has to pay for every dollar it finances. A firm's WACC is the overall required return on the firm as a whole and, as such, it is often used internally by company directors to determine the economic feasibility of expansionary opportunities and mergers.It is the appropriate discount rate to use for cash flows with risk that is similar to that of the overall firm. The WACC equation is the cost of each capital component multiplied by its proportional weight and then summing:   WACC= EV. Re+DV. Rd(1-Tc) We can easily calculate: WACC of FedEx Corporation is approximately 8. 3898%. III. APPENDIX: Appendix 1: Market value of equity| Enterprise value cash| Beta| $34. 3| $34. 02| 1. 32| *dollar amount in billions| Appendix 2: Risk free rate| Pre-tax cost of debt (Rd)| %| 5. 789| Appendix 3: Bond Symbol| Issuer Name| Coupon| Maturity| Callable| Price| Yield| Amount out standing| | | | | | | | | FDX. GX| FEDERAL EXPRESS CORP PASS THRU TR| -| -| No| 121. 375| 4. 153| -| FDX. HR| FEDERAL EXPRESS CORP| -| -| No| -| -| -| FDX. HO| FEDEX CORP| 7. 38| 01/15/2014| Yes| 105. 608| 0. 507| $250,000| FDX. HP| FEDEX CORP| 8| 01/15/2019| Yes| 130. 704| 2. 327| $750,000| FDX. GD| FEDERAL EXPRESS CORP| 7. 6| 07/01/2097| No| 131| 5. 789| $239,000| *dollar amount in thousands|

The Host Chapter 58: Finished

I was so tightly wound that I shrieked in terror; I was so terrified that my shriek was only a breathless little squeal. â€Å"Sorry!† Jared's arm went around my shoulders, comforting. â€Å"I'm sorry. I didn't mean to scare you.† â€Å"What are you doing here?† I demanded, still breathless. â€Å"Following you. I've been following you all night.† â€Å"Well, stop it now.† There was a hesitation in the dark, and his arm didn't move. I shrugged out from under it, but he caught my wrist. His grip was firm; I wouldn't be able to shake free easily. â€Å"You're going to see Doc?† he asked, and there was no confusion in the question. It was obvious that he wasn't talking about a social visit. â€Å"Of course I am.† I hissed the words so that he wouldn't hear the panic in my voice. â€Å"What else can I do after today? It's not going to get any better. And this isn't Jeb's decision to make.† â€Å"I know. I'm on your side.† It made me angry that these words still had the power to hurt me, to bring tears stinging into my eyes. I tried to hold on to the thought of Ian-he was the anchor, as Kyle somehow had been for Sunny-but it was hard with Jared's hand touching me, with the smell of him in my nose. Like trying to make out the song of one violin when the entire percussion section was bashing away†¦ â€Å"Then let me go, Jared. Go away. I want to be alone.† The words came out fierce and fast and hard. It was easy to hear that they weren't lies. â€Å"I should come with you.† â€Å"You'll have Melanie back soon enough,† I snapped. â€Å"I'm only asking for a few minutes, Jared. Give me that much.† Another pause; his hand didn't loosen. â€Å"Wanda, I would come to be with you.† The tears spilled over. I was grateful for the darkness. â€Å"It wouldn't feel that way,† I whispered. â€Å"So there's no point.† Of course Jared could not be allowed to be there. Only Doc could be trusted. Only he had promised me. And I wasn't leaving this planet. I wasn't going to go live as a Dolphin or a Flower, always grieving for the loves I'd left behind me, all dead by the time I opened my eyes again-if I even had eyes. This was my planet, and they wouldn't make me leave. I would stay in the dirt, in the dark grotto with my friends. A human grave for the human I had become. â€Å"But Wanda, I†¦ There's so much that I need to say to you.† â€Å"I don't want your gratitude, Jared. Trust me on that.† â€Å"What do you want?† he whispered, his voice strained and choked. â€Å"I would give you anything.† â€Å"Take care of my family. Don't let the others kill them.† â€Å"Of course I'll take care of them.† He dismissed my request brusquely. â€Å"I meant you. What can I give you?† â€Å"I can't take anything with me, Jared.† â€Å"Not even a memory, Wanda? What do you want?† I brushed the tears away with my free hand, but others took their place too quickly for it to matter. No, I couldn't take even a memory. â€Å"What can I give you, Wanda?† he insisted. I took a deep breath and tried to keep my voice steady. â€Å"Give me a lie, Jared. Tell me you want me to stay.† There was no hesitation this time. His arms wound around me in the dark, held me securely against his chest. He pressed his lips against my forehead, and I felt his breath move my hair when he spoke. Melanie was holding her breath in my head. She was trying to bury herself again, trying to give me my freedom for these last minutes. Maybe she was afraid to listen to these lies. She wouldn't want this memory when I was gone. â€Å"Stay here, Wanda. With us. With me. I don't want you to go. Please. I can't imagine having you gone. I can't see that. I don't know how to†¦ how to†¦Ã¢â‚¬  His voice broke. He was a very good liar. And he must have been very, very sure of me to say those things. I rested against him for a moment, but I could feel the time pulling me away. Time was up. Time was up. â€Å"Thank you,† I whispered, and I tried to extricate myself. His arms tightened. â€Å"I'm not done.† Our faces were only inches apart. He closed the distance, and even here, on the edge of my last breath on this planet, I couldn't help responding. Gasoline and an open flame-we exploded again. It wasn't the same, though. I could feel that. This was for me. It was my name that he gasped when he held this body-and he thought of it as my body, thought of it as me. I could feel the difference. For one moment, it was just us, just Wanderer and Jared, both of us burning. No one had ever lied better than Jared lied with his body in my last minutes, and for that I was grateful. I couldn't take it with me, because I wasn't going anywhere, but it eased some of the pain of leaving. I could believe the lie. I could believe that he would miss me so much that it might even mar some of his joy. I shouldn't want that, but it felt good to believe it anyway. I couldn't ignore the time, the seconds ticking like a countdown. Even on fire, I could feel them dragging at me, sucking me down the dark corridor. Taking me away from all this heat and feeling. I managed to pull my lips away from his. We panted in the dark, our breath warm on each other's faces. â€Å"Thank you,† I said again. â€Å"Wait†¦Ã¢â‚¬  â€Å"I can't. I can't†¦ bear any more. Okay?† â€Å"Okay,† he whispered. â€Å"I just want one more thing. Let me do this alone. Please?† â€Å"If†¦ if you're sure that's what you want†¦Ã¢â‚¬  He trailed off, unsure. â€Å"It's what I need, Jared.† â€Å"Then I'll stay here,† he said hoarsely. â€Å"I'll send Doc to get you when it's over.† His arms were still locked around me. â€Å"You know that Ian is going to try to kill me for letting you do this? Maybe I should let him. And Jamie. He'll never forgive either of us.† â€Å"I can't think about them right now. Please. Let me go.† Slowly, with a palpable reluctance that warmed some of the cold emptiness in the center of my body, Jared let his arms slide away. â€Å"I love you, Wanda.† I sighed. â€Å"Thanks, Jared. You know how much I love you. With my whole heart.† Heart and soul. Not the same thing, in my case. I'd been divided too long. It was time to make something whole again, make a whole person. Even if that excluded me. The ticking seconds pulled me toward the end. It was cold when he no longer held me. It got colder every step I took away from him. Just my imagination, of course. It was still summer here. It would always be summer here for me. â€Å"What happens here when it rains, Jared?† I whispered. â€Å"Where do people sleep?† It took him a moment to answer, and I could hear tears in his voice. â€Å"We†¦Ã¢â‚¬  He swallowed. â€Å"We all move into the game room. Everyone sleeps in there together.† I nodded to myself. I wondered what the atmosphere would be like. Awkward, with all the conflicting personalities? Or was it fun? A change? Like a slumber party? â€Å"Why?† he whispered. â€Å"I just wanted to†¦ imagine. How it will be.† Life and love would go on. Even though it would happen without me, the idea brought me joy. â€Å"Goodbye, Jared. Mel says she'll see you soon.† Liar. â€Å"Wait†¦ Wanda†¦Ã¢â‚¬  I hurried down the tunnel, hurried away from any chance that he might, with his grateful lies, convince me not to go. There was only silence behind me. His pain did not hurt me the way Ian's had. For Jared, pain would be over soon. Joy was only minutes away. The happy ending. The southern tunnel felt only a few yards long. I could see the bright lantern burning ahead, and I knew Doc was waiting for me. I walked into the room that had always frightened me with my shoulders squared. Doc had everything prepared. In the dimmest corner, I could see two cots pushed together, Kyle snoring with his arm around Jodi's motionless form. His other arm was still curled around Sunny's tank. She would have liked that. I wished there was some way to tell her. â€Å"Hey, Doc,† I whispered. He looked up from the table where he was setting out the medicine. There were already tears streaming down his face. And suddenly, I was brave. My heart slowed to an even pace. My breath deepened and relaxed. The hardest parts were over. I had done this before. Many times. I had closed my eyes and gone away. Always knowing new eyes would open again, but still. This was familiar. Nothing to fear. I went to the cot and hopped up so that I was sitting on it. I reached for the No Pain with steady hands and screwed the lid off. I put the little tissue square on my tongue, let it dissolve. There was no change. I wasn't in any pain this time. No physical pain. â€Å"Tell me something, Doc. What's your real name?† I wanted to answer all the little puzzles before the end. Doc sniffed and wiped the back of his hand under his eyes. â€Å"Eustace. It's a family name, and my parents were cruel people.† I laughed once. Then I sighed. â€Å"Jared's waiting, back by the big cave. I promised him you'd tell him when it was over. Just wait until I-until I†¦ stop moving, okay? It will be too late for him to do anything about my decision then.† â€Å"I don't want to do this, Wanda.† â€Å"I know. Thanks for that, Doc. But I'm holding you to your promise.† â€Å"Please?† â€Å"No. You gave me your word. I did my part, didn't I?† â€Å"You did.† â€Å"Then do yours. Let me stay with Walt and Wes.† His thin face worked as he tried to keep back a sob. â€Å"Will you be†¦ in pain?† â€Å"No, Doc,† I lied. â€Å"I won't feel anything.† I waited for the euphoria to come, for the No Pain to set everything glowing the way it had the last time. I still didn't feel any difference. It must not have been the No Pain after all-it had just been being loved. I sighed again. I stretched out on the cot, on my stomach, and turned my face toward him. â€Å"Put me under, Doc.† The bottle opened. I heard him shake it onto the cloth in his hand. â€Å"You are the noblest, purest creature I've ever met. The universe will be a darker place without you,† he whispered. These were his words over my grave, my epitaph, and I was glad that I got to hear them. Thank you, Wanda. My sister. I will never forget you. Be happy, Mel. Enjoy it all. Appreciate it for me. I will, she promised. Bye, we thought together. Doc's hand pressed the cloth gently over my face. I breathed in deeply, ignoring the thick, uncomfortable scent. As I took another breath, I saw the three stars again. They were not calling to me; they were letting me go, leaving me to the black universe I had wandered for so many lifetimes. I drifted into the black, and it got brighter and brighter. It wasn't black at all-it was blue. Warm, vibrant, brilliant blue†¦ I floated into it with no fear at all.

The Other Side of Email

The Other Side of Email Electronic communication has become a part of every aspect of our society and is recognized as being one of the most important and influential aspects of the way we carry out business. The days of anxiously waiting by the mailbox for news from a long distance relative or lover are over. We no longer send cute, labor intensive, hand written letters to relatives, and close ones. Instead, they are sent via e-mails. Email-type technology has made it much easier to contact other people in the same city, and even others around the world. In other words, instead of actually taking the time to write a letter to a friend through the mail, one can send an e-mail that takes about three seconds opposed to three or more days. In the article â€Å"The Other Side of E-Mail,† author Robert Kuttner explains the other side of email and technology, the dark side. Kuttner says that although, technology offers us many conveniences, such as being able to send and receive messages instantly, it brings along many drawbacks, such as privacy infringement. I agree with Kuttner’s thoughts on these downsides of technology. In my opinion, internet and email technology has definitively made our lives easier, but it has put our personal information at risk, significantly limited privacy, and leads to a waste of our time on a daily basis. Kuttner describes several negative effects of messaging technology. First one is that we might waste too much time in the E-mail and our privacy might be compromised. Social networking sites, like Facebook, have gotten users hooked on to the internet as if it were a drug. Almost every person I can think of has a Facebook account now days. A recent survey estimates that more than 85% of all college students use Facebook and more than 30 million users update their status at least once each day. Although, Facebook is a marvelous communicating media, hardly anything gets accomplished there. From personal experience, I have found it to be a massive waste of time that has people from all around the world addicted to it. The new, fancy technology in general is a waste of money and time. College students get caught up in the sweet talks of salesmen, and buy tablets, and other expensive gadgets to allow them to take notes in class etc. however, none of that note taking ever takes place. Most end up playing video games and texting in class, which is a step backward, not forward. Statistics also show that there is a relationship between divorce rates and Facebook, as it conveniently allows couples to stalk one another. Gary Traystman, a divorce attorney in New London, Conn. , said that of the 15 cases he handled in 2011 where co mputer history, texts and emails are admitted as evidence, 70% exclusively involve Facebook. The biggest problem with internet and messaging technology, however, is security. The fact that every bit of information about us is stored on the internet and can easily be stolen is nerve-wracking. Communication sites like Facebook, MySpace have the user’s full name, their date of birth, email ID, and even their phone numbers. All of that information can be accessed with the click of a button. The consequences of that can obviously be extremely dangerous. The internet is also filled with email scammers, and hackers. My uncle was recently scammed via the email. He made an online deal to purchase a car, which turned out to be a scam that took away $15,000 from his bank account. The clever scammer was never caught. That’s just one instance of how upsetting, and demoralizing the internet can be. Email is the main communicating media of the 21st century. When you register for banking or gaming accounts online, or even make online purchases, you are required to enter an E-mail address. If that email account is hacked, which happens frequently, all of your personal information can be stolen. In 2011, Sony’s online gaming servers were hacked, and â€Å"Hackers may have stolen the personal information of 24. 6 million Sony Online Entertainment users†, the company said. More than 20,000 credit card and bank account numbers were also put at risk. † There are many other demoralizing aspects of internet based technology, such as pornography. Children that learn how to use a computer at a young age are introduced to such content at an age that they shouldn’t be. This significantly hinders their future progress and affects their morals. Children adapt a lifestyle of sitting at home, playing with their iPods, Laptops and other internet devices, as opposed to playing sports, spending time with their relatives and family. This has led to a social disaster, especially in the U. S. , where we are so consumed by technology. As final remarks, I believe that the internet and emailing technology have completely revolutionized the world, however, it also led to many serious problems, such as infringement of privacy, wastage of time, and aiding in the leakage of personal information to online hackers. These concerns along with many others make emailing and internet not as divine and marvelous as we may think. Works Cited â€Å"Does Facebook Wreck Marriages? † – Real-Time Advice. N. p. , n. . Web. 31 Oct. 2012. . Haisha, Lisa. â€Å"Is Your Facebook Addiction a Sign of Loneliness? † The Huffington Post. TheHuffingtonPost. com, 13 Apr. 2010. Web. 31 Oct. 2012. . â€Å"Sony Hacked Again; 25 Million Entertainment Users’ Info at Risk. † Wired. com. Conde Nast Digital, 30 Apr. 0011. Web. 31 Oct. 2012. .